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ERIC Number: EJ763954
Record Type: Journal
Publication Date: 2007-Mar
Pages: 14
Abstractor: Author
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0142-5692
Organizational Epistemology, Education and Social Theory
Hartley, David
British Journal of Sociology of Education, v28 n2 p195-208 Mar 2007
Organizational learning or epistemology has emerged in order to manage the creation of knowledge and innovation within contemporary capitalism. Its insights are being applied also to the public sector. Much of the research in organizational learning has drawn upon the discipline of psychology, particularly constructivist theory. Two approaches in organizational epistemology are considered here: Nonaka's theory of knowledge creation, and Engestrom's expansive learning theory. Notwithstanding the reference to "learning," these approaches have so far had little application to schools, especially at the level of pedagogy. But there are indications that re-culturing, "workforce re-modeling" and inter-agency working are becoming more prominent within the public services in England. In these endeavours, government may come to regard organizational epistemology as an important new procedure in the management of change. Thus far, sociology has had two kinds of "relationship" with organizational epistemology: first, social phenomenology and ethnomethodology have been of practical use; and, second, critical theory objects to the near-absence of a consideration of power and ideology within the discourse of organizational epistemology. (Contains 1 note and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)