Education at the Crossroads

2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik
Keyword(s):  
Continuing Education ◽  
Tacit Knowledge ◽  
Professional Education ◽  
Professional Knowledge ◽  
Michael Polanyi ◽  
Life Long Learning

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.

scholarly journals Achievement motivation and attitude of medical laboratory assistants to continuing education

2021 ◽  
Vol 23 (6) ◽  
pp. 185-215
Author(s):  
K. S. Kichukova ◽  
T. G. Taneva
Keyword(s):  
Continuing Education ◽  
Achievement Motivation ◽  
Professional Education ◽  
Professional Competence ◽  
Continuing Professional Education ◽  
Practical Significance ◽  
Medical Laboratory ◽  
Graduate Degree ◽  
Life Long Learning ◽  
Professional Field

Introduction. The problem of improving competence by means of continuing education of health specialists is not sufficiently discussed and studied, especially in terms of medical laboratory assistants. The emphasis of the present study is on the ability to update achievement motivation of laboratory assistants through new opportunities and forms of continuing professional education. Their interest in continuing education indicates an aspiration for improving their professional competence with respect to innovative professional practices including dynamically changing methods, technologies and devices facilitating health examinations that reflect the highly significant results of their work for the health and life of their patients.The aim of the present research is to study the achievement motivation of students and medical laboratory technicians and its influence on the main variables and descriptors of the attitude towards continuous learning.Materials and research methods. The studied persons represent three target groups involved in continuing professional education - in-service medical laboratory assistants, heads of medical laboratories and students enrolled in the programme of Medical Laboratory Assistant at Bulgarian medical colleges. The methodological tools comprise standardised psychological tests, as well as questionnaires developed for the purposes of the specific study.Results and scientific novelty. The main results support the thesis that motivation for achievement is updated in activities and situations where professional success is subjectively important and there are clear criteria of success or failure. The interest in continuing education depends on the motivation for achievement as a tendency in various individuals.The higher achievement motivation determines a stronger need to improve professional competences, aspiration to acquire a graduate degree in their professional field, preferences to specialisations as a form of continuing learning and understanding of continuing education as a manifestation of the desire for new knowledge.The results from the study may enrich the existing research data on the application of achievement motivation theory as an explanatory model of life-long learning behaviour, which may become an effective way to tackle the rapidly ageing and half-life of knowledge in medicine and technology.Practical significance. The applicability of the results is very clearly visible in the formulated thesis of the necessary change in the educational policy in the country through new forms of continuous education of medical laboratory assistants which would update their achievement motivation and would result in increase in the efficiency of their professional functioning.

Development of a Pulmonary Workshop for Organ Recovery Coordinators’ Continuing Medical Education

2020 ◽  
Vol 30 (4) ◽  
pp. 372-375
Author(s):  
Nicholas R. Henry ◽  
Donna D. Gardner ◽  
Nathan Rodrigues
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Organ Procurement ◽  
Program Assessment ◽  
Management Skills ◽  
Mechanical Ventilators ◽  
Hands On ◽  
Before And After ◽  
Specialized Education ◽  
Organ Recovery

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly ( P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

Reasons of the Heart: A Polanyian Reflection

1978 ◽  
Vol 14 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Jerry H. Gill
Keyword(s):  
Tacit Knowledge ◽  
Main Concern ◽  
Michael Polanyi

Reasoning about religion would seem to involve both explicit and tacit factors. These latter are what Pascal had in mind when he spoke of the ‘reasons of the heart which the reason knows not of’. Moreover, these reasons of the heart are the more interesting by virtue of being at least the more difficult and perhaps the more crucial. In these pages I want to examine the notion of reasons of the heart from the angle provided by the insights of Michael Polanyi. Space will not permit a review of the major features of Polanyi's crucial concept of tacit knowledge.1 I shall simply introduce and explore certain of these features as they seem relevant to the main concern of the paper. I trust this can be done in such a way as to be both meaningful to the reader and fair to Polanyi.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA: REGULATORY PROVISION

2020 ◽  
pp. 78-84
Author(s):  
Svitlana Sysoieva ◽  
Olena Protsenko
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Education System ◽  
Professional Education ◽  
Educational Activity ◽  
High Tech ◽  
Access To Education ◽  
The European Union ◽  
Eu Countries ◽  
Education Concept

The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space

The Tacit Dimension

2021 ◽  
Keyword(s):  
Tacit Knowledge ◽  
Design Process ◽  
Situated Knowledge ◽  
Michael Polanyi ◽  
Conceptual Structures ◽  
Cultural Design ◽  
The World ◽  
Tacit Dimension ◽  
The Many ◽  
Spatial Imagination

In architecture, tacit knowledge plays a substantial role in both the design process and its reception. The essays in this book explore the tacit dimension of architecture in its aesthetic, material, cultural, design-based, and reflexive understanding of what we build. Tacit knowledge, described in 1966 by Michael Polanyi as what we ‘can know but cannot tell’, often denotes knowledge that escapes quantifiable dimensions of research. Much of architecture’s knowledge resides beneath the surface, in nonverbal instruments such as drawings and models that articulate the spatial imagination of the design process. Awareness of the tacit dimension helps to understand the many facets of the spaces we inhabit, from the ideas of the architect to the more hidden assumptions of our cultures. Beginning in the studio, where students are guided into becoming architects, the book follows a path through the tacit knowledge present in materials, conceptual structures, and the design process, revealing how the tacit dimension leads to craftsmanship and the situated knowledge of architecture-in-the-world.

Contrasting Professional Development and Continuing Education Opportunities for Library Professionals

2014 ◽  
pp. 1909-1927
Author(s):  
Agnes K. Bradshaw
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Knowledge Base ◽  
Professional Knowledge ◽  
Professional Organization ◽  
Professional Involvement ◽  
Economic Downturns ◽  
Library Professionals

By design or not, most librarians restrict their professional organization involvement to professional librarian organizations. Limiting professional involvement to only library related organizations will not provide the depth of professional knowledge that today's librarian needs to have in order to keep up with the requirements of the profession. Library budgets and funding have been slashed due to economic downturns, and patrons are turning to libraries for assistance with a variety of concerns that libraries did not have to address in previous times. Reaching beyond the scope of the profession, librarians can broaden their knowledge base and use that broader knowledge base to benefit their patrons and communities.

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