{"id":579,"date":"2013-02-03T11:36:31","date_gmt":"2013-02-03T10:36:31","guid":{"rendered":"http:\/\/hrkll.ch\/WordPress\/?page_id=579"},"modified":"2015-05-05T13:18:09","modified_gmt":"2015-05-05T12:18:09","slug":"diverse-zitate","status":"publish","type":"page","link":"https:\/\/hrkll.ch\/WordPress\/iml2\/verwandte-modelle\/diverse-zitate\/","title":{"rendered":"Diverse Zitate"},"content":{"rendered":"

Das Folgende ist eine stetig wachsende Sammlung von Zitaten, welche die grundlegende Ausrichtung des IML teilen.<\/em><\/p>\n

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„Students of physics regularly report that they have read through a chapter of their text, understood it perfectly, but nonetheless had difficulty solving the problems at the chapter’s end. Almost invariably their difficulty is in setting up the appropriate equations, in relating the words and examples given in the text to the particular problems they are asked to solve. Ordinarily, also, those difficulties dissolve in the same way. The student discovers a way to see his problem as like a problem he has already encountered. Once that likeness or analogy has been seen, only manipulative difficulties remain.“ (p. 470)<\/p>\n
Kuhn, T. S. (1978). Second Thoughts on Paradigms. In F. Suppe (Ed.), The Structure of Scientific Theory<\/em> (pp. 459-482): University of Illinois Press.<\/p>\n
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Thema ist das in der praktischen Berufsarbeit verk\u00f6rperte Wissen, „das sich in der selbstverst\u00e4ndlichen Beherrschung kunstfertiger Praktiken materialisiert und das f\u00fcr die erfolgreiche Ausf\u00fchrung einer bestimmten Arbeit konstitutiv ist. [ … ] Der entscheidende Punkt dabei ist, dass diese Kompetenzen sich nicht in den Lehr- und Handb\u00fcchern abbilden lassen, nicht in retrospektiven Darstellungen von Arbeitsabl\u00e4ufen zur Sprache kommen und auch in der herk\u00f6mmlichen Arbeits- und Berufssoziologie ignoriert werden. Zwischen den Lehrbuchdarstellungen, den offiziellen\u00a0 Regeln einer Arbeit, die immer nur modellhafte Versionen eines Arbeitsvorganges liefern k\u00f6nnen und dem tats\u00e4chlichen, praktischen Arbeitsvollzug in situ besteht eine prinzipielle Kluft – das, was die Alltagserfahrung als Unterschied zwischen Theorie und Praxis kennt. Trotz gr\u00fcndlicher theoretischer Vorbildung muss jede Arbeit – vom Fahren eines Sattelschleppers, \u00fcber das Klavierspielen, bis zum F\u00fchren eines mathematischen Beweises – immer erst als praktische T\u00e4tigkeit erlernt werden.“ (S. 270)<\/p>\n
Bergmann, J. R. (1995). „Studies -of Work“ – Ethnomethodologie. In U. Flick, E. von Kardorf, H. Keupp, L. von Rosenstiel & S. Wolff (Eds.), Handbuch Qualitative Sozialforschung (2 ed., pp. 269-272). Weinheim: Beltz.<\/p>\n
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\u201e\u2026 heuristic processes are forming default mental models for analytic processing either by focusing attention on selected aspects of the problem or by retrieving relevant prior knowledge from memory. What level of self-insight can we expect in such cases?<\/p>\n
It would be surprising indeed if people were to report that their responses were based on matching or belief bias. Verbal reports \u2013 including \u2018introspections\u2019 – require the analytic system for their generation, a system that has been motivated by the experimental instructions to engage in logical reasoning. \u2026 The fallacy \u2026 is to assume that a request for someone to explain their choices would somehow cause them to retrieve the memory of a conscious thought process responsible for the behaviour. In fact, such requests constitute a new cognitive task that necessarily involves heavy use of the analytic system. In effect, people think – given my response and given the task I was set, what is the reason for this choice? \u2026 People actually rationalize <\/em>their choices in such reports.\u201c (p. 164)<\/p>\n
Evans, J. S. B. T. (2007). Hypothetical thinking: Dual processes in reasoning and judgment<\/em>. Hove, East Sussex, England: Psychology Press.<\/p>\n
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„Selbst wenn die Arbeitswelt sich st\u00e4ndig ver\u00e4ndert und viele dieser Ver\u00e4nderungen auf Basis wissenschaftlicher Erkenntnisse und Entwicklungen geschehen, ist f\u00fcr die gewerblich-technischen Fachkr\u00e4fte Erfahrung als Modus der Aneignung und als Modus des Wissens nicht ersetzbar. Da aber viele technische und organisatorische Innovationen keineswegs einfach in den Horizont traditioneller Arbeitserfahrung zu integrieren sind, ist gerade der Prozess der Synthetisierung von Arbeitserfahrung und theoretischem Wissen von entscheidender Bedeutung f\u00fcr die Entwicklung beruflicher Kompetenzen. Dabei geht es weniger um ‚altes‘ versus ’neues‘ Wissen, um ‚Erfahrung‘ versus ‚wissenschaftliches Wissen‘ oder um die Dominanz des einen oder anderen Typs, sondern um ein fruchtbares ‚In-Beziehung-Setzen‘. Die berufsp\u00e4dagogische und berufswissenschaftliche Forschung zeigt, dass Letzteres das entscheidende Problem f\u00fcr Facharbeiter\/-innen und Auszubildende darstellt.“ S. 56<\/p>\n
Fischer, M., & Jungmann, W. (2011). Die wissensbasierte Gesellschaft und ihre Implikationen f\u00fcr die gewerblich-technische Berufsbildung. In G. Niedermair (Ed.), Aktuelle Trends in der beruflichen Aus- und Weiterbildung. Impulse, Perspektiven, Reflexionen (pp. 47-66). Linz: Trauner.<\/p>\n
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„From a REC [Radically Enactive, Embodied account of Cognition] perspective contentful thought is not a feature of all cognition, rather it is a special achievement. Intelligent beings capable of contentful thought will have participated in and mastered established practices \u2013 arguably practices involving public representations that depend for their existence on a range of customs and institutions. Participating in such established practices scaffolds content-involving forms of cognition and makes them possible.“<\/p>\n
„The REC framework does not rule out that contentful representations \u2013 those at work in our public practices \u2013 might play a crucial part in scaffolding the development of purely embodied skills. What a REC account denies is that mental representations must play any direct part in the execution of such skills.“<\/p>\n
„… that a purely embodied, non-contentful account of embodied practice cannot tell the whole story about how expertise is acquired. Contentful scaffolding of and reflection on practice plays an important role in developing and deploying expertise.“<\/p>\n
Hutto, D. D., & S\u00e1nchez-Garc\u00eda, R. (2014). Choking RECtified: embodied expertise beyond Dreyfus. Phenomenology and the Cognitive Sciences, 1-23. Retrieved from doi:10.1007\/s11097-014-9380-0<\/p>\n","protected":false},"excerpt":{"rendered":"
Das Folgende ist eine stetig wachsende Sammlung von Zitaten, welche die grundlegende Ausrichtung des IML teilen. „Students of physics regularly report that they have read through a chapter of their text, understood it perfectly, but nonetheless had difficulty solving the … Weiterlesen →<\/span><\/a><\/p>\n","protected":false},"author":7,"featured_media":0,"parent":552,"menu_order":10,"comment_status":"closed","ping_status":"closed","template":"sidebar-page.php","meta":{"footnotes":""},"class_list":["post-579","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/pages\/579","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/comments?post=579"}],"version-history":[{"count":0,"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/pages\/579\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/pages\/552"}],"wp:attachment":[{"href":"https:\/\/hrkll.ch\/WordPress\/wp-json\/wp\/v2\/media?parent=579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}