Theory and Practice within HE Professional Education Courses: Integration of Academic Knowledge and Experiential Knowledge .

If we look historically at professional education we can see a movement from what Bines and Watson (1992) call a ‘technocratic’ (or technical-rational) model to what they call a ‘post-technocratic’model - one primarily concerned with professional knowledge and action/process rather than academic knowledge and content. Emphasis is placed on professional development, a practitioner’s theories-in-use, knowledge for practice, and on the skills required to use reflection, observation, analysis and evaluation to develop practice. Particular methods of learning and teaching concerned with enquiry, analysis, experience and reflection are advocated. If this model is fully embraced, the type of learning involved (especially when undertaken by qualified workers) is quite different from that of a more traditional, discipline-based, technocratic model. Firstly, it encompasses different ways of knowing, i.e. more subjective, reflexive, and implicit practice-based understanding. Secondly, it can also produce a different type of knowledge in the form of practice theory. The associated learning processes tend to be interpretive and inductive (Nixon and Murr 2006) and can form a more integrative relationship between practice knowledge and theory that encompasses ‘being’ and a personal ethical stance (Margetson 2000; Tynjala et al 2003)

The Arts of Persuasion in Science and Law: Conflicting Norms in the Courtroom

Epistemology is important in the debate about science and technology in the courtroom. The epistemological issues and the arguments about them in the context of scientific and technical evidence are now well developed. Of equal importance, though, is an understanding of norms of persuasion and how those norms may differ across disciplines and groups. Norms of persuasion in the courtroom and in legal briefs differ from norms at a scientific conference and in scientific journals. Here, Kritzer examines the disconnect between science and the courtroom in terms of the differing norms of persuasion found within the scientific community and within the legal community

Free Speech and Justified True Belief

Law often prioritizes justified true beliefs. Evidence, even if probative and correct, must have a proper foundation. Expert witness testimony must be the product of reliable principles and methods. Prosecutors are not permitted to trick juries into convicting a defendant, even if that defendant is truly guilty. Judges’ reasons, and not just the correctness of their holdings, are the engines of precedent. Lawyers are, in short, familiar with the notion that one must be right for the right reasons. And yet the standard epistemic theory of the First Amendment—that the marketplace of ideas is the “best test of truth”—has generally focused on truth alone, as if all true beliefs must be treated equally. This thin account leaves the epistemic theory vulnerable to withering criticism, especially in a “post-truth” era. This Article suggests that the epistemic theory of the First Amendment might be reframed around a different value: not truth alone, but knowledge. Beginning with the tripartite definition of knowledge as justified true belief, philosophers from Plato until the present day have tried to account for what makes knowledge distinct and distinctly valuable. And in many ways law, too, already accounts for the existence and value of justifications, not just true beliefs. Identifying and exploring those threads of constitutional theory and doctrine can help provide a richer account of the cognitive First Amendment at a time when it is sorely needed. Doing so can also help resolve thorny doctrinal problems like those involving professional speech and institutional deference

Celebrity, Democracy, and Epistemic Power

What, if anything, is problematic about the involvement of celebrities in democratic politics? While a number of theorists have criticized celebrity involvement in politics (Meyer 2002; Mills 1957; Postman 1987) none so far have examined this issue using the tools of social epistemology, the study of the effects of social interactions, practices and institutions on knowledge and belief acquisition. This paper will draw on these resources to investigate the issue of celebrity involvement in politics, specifically as this involvement relates to democratic theory and its implications for democratic practice. We will argue that an important and underexplored form of power, which we will call epistemic power, can explain one important way in which celebrity involvement in politics is problematic. This is because unchecked uses and unwarranted allocations of epistemic power, which celebrities tend to enjoy, threaten the legitimacy of existing democracies and raise important questions regarding core commitments of deliberative, epistemic, and plebiscitary models of democratic theory. We will finish by suggesting directions that democratic theorists could pursue when attempting to address some of these problems

The Developmental Path of the Lawyer

My mother does not drive, and I own a towel that I cannot use-these are my reasons for studying law. I am an integrated tapestry of elation and disappointment, risk and reward, ambiguity and conviction .. .. I discovered [through adversity] that transitional challenges were not permanent impediments to my progress, but were instead emboldening catalysts to my personal evolution and professional development. These two stories come from admissions essays submitted by members of Georgetown University Law Center\u27s class of 2014, recently published in the Law Center\u27s alumni magazine. The published essays provide fascinating views into the personal experiences and deep reflection that lead people to pursue legal studies

Social Epistemology as a New Paradigm for Journalism and Media Studies

Journalism and media studies lack robust theoretical concepts for studying journalistic knowledge ‎generation. More specifically, conceptual challenges attend the emergence of big data and ‎algorithmic sources of journalistic knowledge. A family of frameworks apt to this challenge is ‎provided by “social epistemology”: a young philosophical field which regards society’s participation ‎in knowledge generation as inevitable. Social epistemology offers the best of both worlds for ‎journalists and media scholars: a thorough familiarity with biases and failures of obtaining ‎knowledge, and a strong orientation toward best practices in the realm of knowledge-acquisition ‎and truth-seeking. This paper articulates the lessons of social epistemology for two central nodes of ‎knowledge-acquisition in contemporary journalism: human-mediated knowledge and technology-‎mediated knowledge.

From Comparison to Collaboration: Experiments with a New Scholarly and Political Form

Society and the workplace are two factors that are important for the individual's health status. It is important that the individuals has the right skills to take care of their health. For organizations, it is important to strive for the welfare of their employees. This has proven to have a positive impact on work performance, reduced absenteeism and reduced costs for rehabilitation. In 2007, the local authorities in Umeå implemented a wellness offering for all employees working in the municipality administration. They later saw a need to assist employees who needed help getting started with new exercise habits. This study aims to examine how the participants in the "Get Started Programme", succeeded in creating lasting exercise habits , 3-4 years after completing the program. Research questions are: How have the participants increased their knowledge practically and theoretically after the programme has finished? How have the participants succeeded in creating the content of the programme in their daily lives? How do the participants assess their health compared to before they participated in the programme? Are there any beneficial factors highlighted by the participants as during the program? The study was conducted on the basis of semi-structured interviews with eight voluntary participants who previously participated in the Get Started Programme. The results show that six of the eight participants succeeded to get started with the goals for behavioral change, and still maintain a sufficient physical activity level today. Participants who do not consider themselves to have succeeded in reaching the goals they set up in the beginning of the program, point out that they have the tools needed to go on and continue the behavioral change they strive for

Critical legal reading: The elements, strategies and dispositions needed to master this essential skill

Alex Steel, Kate Galloway, Mary Heath, Natalie Skead, Mark Israel, Anne Hewit