Cognitive and Practice-based Theories of Organisational Knowing and Learning: Incompatible or Complementary?
نویسنده
چکیده
Cognitive and practice-based approaches to organisational knowledge and learning are typically portrayed as incommensurable, with the result that there has been little positive dialogue between the two traditions. This paper argues that the incompatibility of the two sets of approaches has been overstated and that there is actually much that each can learn from the other. Cognitive approaches, which have often been accused of offering an effectively individualised, static, and representationalist understanding of organisational knowledge, can benefit from taking on board the practice-based view of knowledge as historically, culturally, and socially situated. However, the paper also suggests that practice-based theories would do well to draw insights from cognitive approaches, particularly regarding the role of cognitive frameworks or schemata in guiding knowledge processes. Without this, practice-based theories struggle to offer a fully developed account of how practices are constituted, reproduced, and potentially transformed through the interplay between routine and reflective action. To provide an example of how cognitive and practice-based approaches can be integrated, the latter part of the paper offers an empirical illustration of how a team of consulting engineers represent and perform alternative schemas of project work through their day-to-day practices. This provides the opportunity to reflect on both the theoretical and methodological challenges of pursuing a rapprochement between practice-based theory and cognitive approaches to organisational knowledge and learning.
منابع مشابه
A Safety-II Perspective on Organisational Learning in Healthcare Organisations; Comment on “False Dawns and New Horizons in Patient Safety Research and Practice”
In their recent editorial Mannion and Braithwaite provide an insightful critique of traditional patient safety improvement efforts, and offer a powerful alternative vision based on Safety-II thinking that has the potential to radically transform the way we approach patient safety. In this commentary, I explore how the Safety-II perspective points to new directions for organisational learning in...
متن کاملOverview of learning theories and its applications in medical education
Introduction: The purpose of teaching is learning, and learning is related to learning theories. These theories describe and explain how people learn. According to various experts' opinion about learning, many theories emerged. The paper reviewed three major approaches include behaviorism, cognitive and constructive learning and its educational applications in medical science. Methods: this pa...
متن کاملInside the Black Box: Organisational Buying Behaviour and Strategic Purchasing in Healthcare: A Response to Recent Commentary
متن کامل
Application of Learning Theories in Clinical Education
Introduction: The purpose of education is learning. Several theories have been raised about learning, which have tried to explain how learning occurs. They help teachers to choose teaching methods, prepare learning environment and determine students' activities. Given the importance of learning theories in education, this study aimed to review application of learning theories in nursing educati...
متن کاملComparing Strengths and Weaknesses of Learning Theories
Introduction: Medical education is changing. Therefore, teachers need to evaluate their performance and try to maximize learning. Learning theories can provide insight in this important issue. This study aimed to review the strengths and weaknesses of learning theories including behavioral, cognitive and humanistic theories. Methods: In this study, some literatures related to learning theories...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2007