Beruflich Dokumente
Kultur Dokumente
learning-org.com/01.07/0011.html
1/8
2/8
3/8
problems worse, or even solve the problems, but create bigger ones; he
argues that professions are at least in part responsible for social crisis
like growing poverty, the pollution of the environment, the shortage of
energy, etc... Hence, 'the professions are in the midst of a crisis of
confidence and legitimacy... first because professionals do not live up
the values and norms that they espouse, and second because they are
ineffective'. (pg.11)
The most prominent professionals and teachers recognize this crisis and
their assessment is that 'professional knowledge is mismatched with the
changing character of situations of practice (complexity, uncertainty,
instability, uniqueness, value conflicts, etc.) and recognize an
unprecedented requirement for adaptability'. Some request a less
'mechanical' and more systemic orientation of the curriculum, others
request that education gives more attention to basic theoretical
principles and (even) less to cases and practice. All these suggestions
normally accept the system 'as it is' and don't question its
'rationality'.
Schon quotes E. Schein who recognizes 3 components in the professional
knowledge:
- An underlying discipline of basic science
- An applied science or engineering component
- A skills and attitudinal component
and that curricula are organized:
- to teach first the 'core science'
- later the 'applied science(s)'
- and lastly skills, via a 'practicum' or living situation
Schon criticizes this distribution and the resulting organization of
schools and universities that exist to 'impart knowledge' in measurable
units and to evaluate (quantitatively and 'objectively' , if possible) the
knowledge that students have obtained.
That distribution of the curricula corresponds to a division of labor
where research is separated from practice. Research provides the basic and
applied science from which are created the techniques that are applied by
professionals. Professionals act in the real situations and solve them;
when they find problems they send them back to researchers and later will
test the research results. Professionals don't directly do research and
researchers / professors don't directly practice - at best (but not
always) they will eventually act as consultants to the practitioners in
real situations.
When the crisis arose, universities became even more theoretically
oriented. For instance 'schools of engineering have been transformed into
schools of engineering science; the engineering scientist tends to place
his superior status in the service of values different from those of the
engineering profession' (pg. 27).
Origins of the Technical Rationality (TR)
4/8
5/8
6/8
7/8
8/8