ERIC Number: ED390834
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
An Educational Rehabilitation of Apprenticeship Learning? Draft.
This paper explores the relevancy of apprenticeships for professional training. While often neglected in current educational theory, apprenticeship training is common in the arts and in the mentoring and supervision of professionals. The apprenticeship model may provide solutions for some of the problems of the current educational system such as the lack of practical knowledge provided by a predominantly abstract education, the lack of a positive learning environment, difficulties with pupil motivation, selection of students for further education, and problems of discipline and authority. The apprenticeship model overcomes the gap between theory and practice by embedding learning activities in a natural context, leading to mastery of the skills, knowledge, and values of a discipline. The main components of apprenticeship training are: (1) production in a community with common skills, knowledge, and values; (2) professional identity; (3) learning through practice; (4) evaluation through practice; and (5) formal and informal apprenticeship. Apprenticeship training, after a period of decline, has reappeared in science, art, and the spiritual traditions. Finally, apprenticeships are appropriate in a postmodern condition characterized by: the decentering of knowledge and an understanding of the individual as a network of relations; the shift from a conception of knowledge based on universal laws to knowledge as embedded in specific language games and in local contexts and not automatically transferable across contexts; reliance on tacit knowledge and intuitive experience; and pragmatic knowledge. (Contains 17 references.) (ND)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).