Are Instructors Who Have "Practical Experience" Necessarily Superior to Those Who Don't?

Autor/in	Harris, Scott R.
Titel	Are Instructors Who Have "Practical Experience" Necessarily Superior to Those Who Don't?
Quelle	In: American Sociologist, 39 (2008) 1, S.86-93 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1232
DOI	10.1007/s12108-008-9033-2
Schlagwörter	Familiarity; Faculty; Teachers; Experiential Learning; Prior Learning; Social Discrimination + Suchen Sie Ihr Suchwort? Academic Staff; Lehrkörper; Lehrer; Lehrerin; Lehrende; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Soziale Benachteiligung; Soziale Schließung
Abstract	Personal or practical experience is often touted as a uniquely valuable source of knowledge in academia, as in everyday life. Assumptions about the necessity, superiority, or insightfulness of "first-hand familiarity" with a phenomenon (such as working as a police officer or suffering discrimination) can shape hiring decisions, influence how faculty members present themselves, and guide the developmental trajectory of departments. These assumptions can be superficial, however. This article questions the universal appeal of personal experience by arguing that it is not without limitations; not always possible, desirable, or relevant; sometimes not dramatically distinct from other ways of knowing; and sometimes inferior to other ways of knowing. Prior experience can have benefits, but is not an unassailable source of knowledge and should not be treated as an unqualified "good." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10