Expansive Learning in Professional Contexts A Materialist Perspective
Expansive Learning in Professional Contexts: A Materialist Perspective by Christian Beighton, published by Palgrave Macmillan UK on December 1, 2016, offers a detailed examination of organizational learning through a materialist lens. This 1st edition, comprising 119 pages, delves into innovative training approaches inspired by research into Police Firearms training, aiming to challenge conventional methods of research and delivery in professional settings.
Readers will find a critical review of various approaches to expansive learning and organizational research, highlighting the foundations and limitations of an Expansive Learning Index designed to enhance collaborative work-based research. The book emphasizes the complexities of workplace learning and proposes a philosophical pragmatics for professional development, questioning traditional views that prioritize language and subjectivity. It further discusses the implications of these ideas for training, research, and the necessity for immanent forms of professional ethics in the context of adult and continuing education.
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This book discusses approaches to organizational learning from a materialist point of view. Inspired by research into Police Firearms training, features of expansive learning inform the development of perspectives on training which challenge traditional modes of research and delivery. The book critically reviews a range of approaches to expansive learning and organizational research, establishing the bases and limitations of an Expansive Learning Index whose aim is to support collaborative provision in the context of work-based research. Reflecting on this process, it stresses the strangeness and mobility of workplace learning and develops a philosophical pragmatics for professional development. Approaches to knowledge and enquiry which place language and subjectivity at the heart of development are challenged by a more pragmatic approach to expansive learning: its consequences for training, research, and professional development lead to a discussion of the need for immanentforms of professional ethics.
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