"Experience and Learning"

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearch

    Abstract

    Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.

    Original languageEnglish
    Title of host publicationWork, Subjectivity and Learning : Understanding Learning through Working Life
    EditorsStephen Billett, Tara Fenwick, Margaret Somerville
    Place of PublicationDordrecht/Frankfurt/Zürich/New York
    PublisherKluwer Academic Publishers
    Publication date2007
    ISBN (Print)10-1-4020-5359-2
    ISBN (Electronic)10-1-4020-5360-6
    Publication statusPublished - 2007

    Keywords

    • Learning
    • experience
    • subjectivity
    • general practitioners

    Cite this

    Olesen, H. S. (2007). "Experience and Learning". In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, Subjectivity and Learning: Understanding Learning through Working Life Dordrecht/Frankfurt/Zürich/New York: Kluwer Academic Publishers.
    Olesen, Henning Salling. / "Experience and Learning". Work, Subjectivity and Learning: Understanding Learning through Working Life. editor / Stephen Billett ; Tara Fenwick ; Margaret Somerville. Dordrecht/Frankfurt/Zürich/New York : Kluwer Academic Publishers, 2007.
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    abstract = "Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.",
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    Olesen, HS 2007, "Experience and Learning". in S Billett, T Fenwick & M Somerville (eds), Work, Subjectivity and Learning: Understanding Learning through Working Life. Kluwer Academic Publishers, Dordrecht/Frankfurt/Zürich/New York.

    "Experience and Learning". / Olesen, Henning Salling.

    Work, Subjectivity and Learning: Understanding Learning through Working Life. ed. / Stephen Billett; Tara Fenwick; Margaret Somerville. Dordrecht/Frankfurt/Zürich/New York : Kluwer Academic Publishers, 2007.

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearch

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    T1 - "Experience and Learning"

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    PY - 2007

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    N2 - Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.

    AB - Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.

    KW - Læring

    KW - erfaring

    KW - subjektivitet

    KW - praktiserende læge

    KW - Learning

    KW - experience

    KW - subjectivity

    KW - general practitioners

    M3 - Book chapter

    SN - 10-1-4020-5359-2

    BT - Work, Subjectivity and Learning

    A2 - Billett, Stephen

    A2 - Fenwick, Tara

    A2 - Somerville, Margaret

    PB - Kluwer Academic Publishers

    CY - Dordrecht/Frankfurt/Zürich/New York

    ER -

    Olesen HS. "Experience and Learning". In Billett S, Fenwick T, Somerville M, editors, Work, Subjectivity and Learning: Understanding Learning through Working Life. Dordrecht/Frankfurt/Zürich/New York: Kluwer Academic Publishers. 2007