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Which clippings match 'Practice' keyword pg.1 of 3
25 JUNE 2010

The craftsperson animates the form through years of practice

"Creation, whether in art, research, teaching, or entrepreneurship, requires craft. Sociologist Richard Sennett (2008) suggests that, to be at its best, the craftsperson's deft use of tools and materials, combined with an intuition developed from years of practice, create reciprocity that animates the form. Sennett argues that the craftsperson, engaged in a continual dialogue with materials, does not suffer the divide of understanding and doing. The craftsperson must be patient, avoiding quick fixes. Good work of this sort emphasizes the lessons of experience through a dialogue between tacit knowledge and explicit critique (Sennett, 2008)."

(Liora Bresler, 2009, p.17)

Bresler, L. (2009). "University Faculty as Intellectual Entrepreneurs: Vision, Experiential Learning, and Animation." Visual Arts Research 35(1 Summer 2009).

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TAGS

2009 • animates the form • artcraftcraftspersoncreationcreative practice • deft use of tools • dialogue with materialsentrepreneurshipexperience • explicit critique • Liora Bresler • practiceresearchRichard Sennetttacit knowledgeteachingtruth to materials

CONTRIBUTOR

Simon Perkins
13 JUNE 2010

Open-ended play environments enable rich learning experiences

"Children learn about themselves, others and the world they live in through play. Outdoor environments for play and learning can provide rich experiences for children who seek fantasy and adventure and are innately curious about nature. Children's environments, particularly school and neighbourhood playgrounds, parks and gardens, have the potential to facilitate learning through social, emotional, cognitive and creative opportunities. Unfortunately, in America, the play and learning potential for many outdoor play spaces is underdeveloped."

(Lauri Macmillan Johnson)

Fig.1 The Adventure Playground, 160 University Avenue, Berkeley, California is an example of an open–ended play environment.

Fig.2 commercially available play environments often work to regulate engagement according to social norms.

[3] Johnson, L. M. (2004). American Playgrounds and Schoolyards – A Time for Change. In School of Landscape Architecture. Tempe, AZ, The University of Arizona Press.

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CONTRIBUTOR

Simon Perkins
14 JANUARY 2010

Evidence based medicine: what it is and what it isn't

"Good doctors use both individual clinical expertise and the best available external evidence, and neither alone is enough. Without clinical expertise, practice risks becoming tyrannised by evidence, for even excellent external evidence may be inapplicable to or inappropriate for an individual patient. Without current best evidence, practice risks becoming rapidly out of date, to the detriment of patients."

(Sackett et al. 312 (7023): 71 –– BMJ)

TAGS

action learningapplications • clinical expertise • conceptualisationcritical theorydiscoveryenquiryevidence • evidence-based medicine • experiencemethodologypracticeresearch

CONTRIBUTOR

Robin Johnson
11 OCTOBER 2009

A selective process informed by existing theories and practices

"Researchers in the social sciences generally recognize that any evidence gathering is a selective process informed by existing theories and practices (Kuhn, 1970; Winch, 1988). In a reflective research environment these theories and practices undergo revision, which influences the further gathering of evidence. The process is similar to that explained in the context of design as 'reflection in action' (Schön, 1983) and as the interpretive (hermeneutical) faculty in design (Snodgrass, and Coyne, 2006). In what follows I focus on design, and you are invited to consider the applicability of the arguments to artistic practices, composition and other modes of creation."

(Richard Coyne, 28 November 2006)

Kuhn, Thomas. 1970. The Structure of Scientific Revolutions. Chicago, Ill.: University of Chicago Press.

Schön, Donald A. 1983. Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.

Snodgrass, Adrian, and Richard Coyne. 2006. Interpretation in Architecture: Design as a Way of Thinking. London: Routledge. 332 pages

Winch, Peter. 1988. The Idea of a Social Science: and Its Relation to Philosophy. London: Routledge. First published in 1958.

CONTRIBUTOR

Simon Perkins
07 FEBRUARY 2009

Legitimate Peripheral Participation within Communities of Practice

"Newcomers' legitimate peripherality provides them with more than an "observational" lookout post: It crucially involves participation as a way of learning – of both absorbing and being absorbed in – the "culture of practice." An extended period of legitimate peripherality provides learners with opportunities to make the culture of practice theirs. From a broadly peripheral perspective, apprentices gradually assemble a general idea of what constitutes the practice of the community. This uneven sketch of the enterprise (available if there is legitimate access) might include who is involved; what they do; what everyday life is like; how masters talk, walk, work, and generally conduct their lives; how people who are not part of the community of practice interact with it; what other learners are doing; and what learners need to learn to become full practitioners. It includes an increasing understanding of how, when, and about what old–timers collaborate, collude, and collide, and what they enjoy, dislike, respect, and admire. In particular, it offers exemplars (which are grounds and motivation for learning activity), including masters, finished products, and more advanced apprentices in the process of becoming full practitioners"
(Jean Lave and Etienne Wenger p. 95)

Lave, J., & Wenger, E. (Eds.). (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

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CONTRIBUTOR

Simon Perkins
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