Recognising and Revealing Knowers: An Enhanced Bernsteinian Analysis of Masonic Recruitment and Apprenticeship

Autor/in	Poulet, Celia
Titel	Recognising and Revealing Knowers: An Enhanced Bernsteinian Analysis of Masonic Recruitment and Apprenticeship
Quelle	In: British Journal of Sociology of Education, 31 (2010) 6, S.793-812 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Apprenticeships; Logical Thinking; Cognitive Development; Working Class; Recruitment; Models; Epistemology; Social Class; Foreign Countries; France + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Kognitive Entwicklung; Arbeiterklasse; Recruiting; Rekrutierung; Analogiemodell; Erkenntnistheorie; Social classes; Soziale Klasse; Ausland; Frankreich
Abstract	The increasing opening of French freemasonry to lower social classes raises the question of how individuals from different social backgrounds can be assimilated into the practice of context-independent ways of speaking and writing. I address these issues by, first, describing a selection by existing members based on the dispositions already possessed by noviciates; a replacement of social hierarchies by a masonic hierarchy; and a cumulative experience for members. Using one dimension of Legitimation Code Theory, I redescribe this process of selection and apprenticeship as being one of recognising and revealing knowers. That is to say, it focuses less on specialist knowledge than on knowers. Finally, I argue that analogical reasoning and tacit pedagogy are central to the issue of how a socially diverse population is integrated within freemasonry. This form of apprenticeship enables members who may not be oriented towards abstraction to learn to engage in the manipulation of context-independent meanings. (Contains 3 figures and 4 notes.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10