Mentoring experience and meaning: from the Socratic approach to the new science of learning

Authors

  • Liv Mjelde

DOI:

https://doi.org/10.26849/bts.v46i2.828

Keywords:

The Social Division of Knowledge, Praxis and Stored Knowledge, Mentors and apprenticeship, Vocational Pedagogy, Pedagogy of Professions

Abstract

Mentoring as a desired praxis in educational organizations has come to the forefront in discussions about learning and teaching in recent decades. Mentoring as a concept in educational theory in the European tradition is connected to what has been called the Socratic Method. The master-teacher is a person of experience with whom young people can converse. Questions and reflections should develop students’ curiosity and engagement in the search for new knowledge. This understanding of knowledge and learning corresponds with an apprenticeship model of learning where “hands-on activity” is the basis for learning. Contradictions between outlooks on ways of learning are a central issue in our times. This article discusses this problematic here in the light of the scientific work of John Dewey, Célestin Freinet, Paulo Freire, Maria Montessori, and Lev Vygotsky.

Downloads

Download data is not yet available.

References

ADAMSON, Glenn. Thinking through craft. Oxford: Berg Publishers, 2007.

ALBÆK, Karsten et al. Better late than never?: how late completion affects the early careers of dropouts. IZA Discussion Paper, [s. l.], n. 12560, p. 1-39, Aug. 2019.

BAKKEN, Anders; ELSTAD, Jon Ivar. For store forventninger: kunnskapsløftet og ulikhetene i grunnskolekarakterer. Oslo: Norsk institutt for forskning om oppvekst, 2012. (NOVA Rapport, 7/12).

BARATO, Jarbas Novelino. Saber do trabalho, aprendizagem situada e ensino técnico. Boletim Técnico do Senac, Rio de Janeiro, v. 37, n. 3, p. 19-29, 2011.

BARATO, Jarbas Novelino. Trabajo, conocimiento y formación profesional. Montevideo: OIT/Cinterfor, 2016.

BEFRING, Edvard. De pedagogiske kvalitetene: løfterike muligheter for barn og unge. Oslo: Universitetsforlaget, 2018.

BIRD, Alexander. Thomas Kuhn. Chesham: Acumen, 2000.

BOURDIEU, Pierre; PASSERON, Jean-Claude. Les étudiants et leurs études. Paris: Walter de Gruyter, 1964.

CHIASSON, Dan. The man who built the Bauhaus. The New Yorker, New York, 29 Apr. 2019. Disponível em: https://www.newyorker.com/magazine/2019/04/29/theman-who-built-the-bauhaus. Acesso em: 22 jul. 2020.

COOPER, Linda. Conceptual and practical knowledge in workers’ education. In: VET CONFERENCE, 2018, Zürich. Annals […]. Zurich, [s. n.], 2018.

DEWEY, John; DEWEY, Evelyn. Schools of tomorrow. New York: E. P. Dutton & CO., 1962.

EIKELAND, Olav. The ways of Aristotle: Aristotelian phronesis, Aristotelian philosophy of dialogue, and action research. Bern: Peter Lang, 2008.

ENGESTRØM, Y. Developing work as educational research: looking back ten years into the zone of proximal development. Nordisk Pedagogikk, [s. l.], v. 16, n. 3, 1996.

FREIRE, Ana Maria Araújo; VITTORIA, Paolo. Dialogue on Paulo Freire. Interamerican Journal of Education for Democracy, [s. l.], v. 1, n. 1, p. 96-117, Sept. 2007.

FREIRE, Paulo. Pedagogy of the heart. New York: Continuum, 1998.

GOTTLIEB, Susanne. How Denmark try to solve the problem of dropout in vocational education. New Journal, [Nagoya], n. 17, p. 48-57, 2018.

GRIGNON, Claude. L’ordre des choses: les fonctions sociales de l’enseignement technique. Paris: Edition de Minuit, 1971.

JOHNSON, Mark. The meaning of the body: aesthetics of human understanding. Chicago: University of Chicago Press, 2008.

KOSSLYN, Stephen; NELSON, Ben. Building the intentional university. Massachusetts: The Mit Press 2017.

KVALE, Steinar. En pædagogisk rehabilitering af mesterlæren?. Dansk pædagogisk tidsskrift, [s. l.], v. 41, n. 1, 1993.

LIVINGSTONE, David W. (ed.). Critical pedagogy and cultural power. [S. l.: s. n.], 1987.

MAYO, Peter. Praxis. In: Peters Michael A. (ed.). Encyclopedia of educational philosophy and theory. Singapore: Springer, 2016.

MJELDE, Liv. Apprenticeship: from practice to theory and back again. Joensuu: University of Joensuu Press, 1993.

MJELDE, Liv. From hand to mind. In: LIVINGSTONE, David W. (ed.). Critical pedagogy and cultural power. [S. l.: s. n.], 1987. p. 205-221.

MJELDE, Liv. Labour and learning: the apprenticeship program in Norway. Interchange, [s. l.], v. 21, n. 4, p. 34-48, 1990.

MJELDE, Liv. Learning through praxis and cooperation: Lev Vygotsky and vocational pedagogy. In: MARHUENDA-FLUIXA, Fernando (ed.). Vocational education beyond skill formation. Bern: Peter Lang, 2017.

MJELDE, Liv. The magical properties of workshop learning. Bern: Peter Lang, 2006.

MJELDE, Liv. Mentoring experience and meaning. In: COKKINOS, Dennis V. et al. (ed.). The capital of knowledge. Athens: Society for the Propagation of Useful Books, 2020.

MJELDE, Liv. Mentoring our knowledge for the future. Athens: European Association of Professor Emeriti, 2016. Keynote speech.

MJELDE, Liv. Mentoring vocational self-reliance: lessons from Uganda. In: MOLZBERGER, Gabriele; WAHLE, Manfred (ed.). Shaping the futures of (vocational) education and work. Bern: Peter Lang, 2015. p. 101-124.

MJELDE Liv. The promise of alternative pedagogies: the case of workshop learning. In: WATSON, K. et al. (ed.). Educational dilemmas: debate and diversity. London: Cassell. 1997. p. 331-340.

MJELDE, Liv. Las propiedades magicas da la formacion en el taller. Montevideo: OIT/Cinterfor, 2015a.

MORIN, Edgar. On complexity. New Jersey: Hampton Press, 2008.

NORWAY. Ministry Knowledge. Kompetansereformen- Lære hele livet. Oslo: Ministry of Knowledge, 2020. (Stortingsmelding, 14).

NORWAY. Ministry of Knowledge. På rett vei. Kvalitet og mangfold i fellesskolen. Oslo: Ministry of Knowledge, [2013?]. (Norwegian Official Report, 20).

PAVLOPOULOS, Prokopios. The Roots of learning: the mentor’s role. In: COKKINOS, Dennis V. (ed.). The capital of knowledge. Athens: Society for the Propagation of Useful Books, 2020.

PORTES, Pedro. R.; SPENCER, Salas. Vygotsky in 21st society: advances in cultural historical theory and praxis with non-dominant communities. New York: Peter Lang, 2011.

ROSE, Mike. The mind at work: valuing the intelligence of the American worker. New York: Penguin, 2014.

SMITH, Dorothy E. Institutional ethnography: a sociology for people. Lanham: AltaMira Press, 2005.

SOHN-RETHEL, Alfred. Intellectual and manual labour: a critique of epistemology. London: Macmillan, 1978.

STROBELT, Michael. Kritisk pedagogikk - et svar på dagens kunstpedagogiske utfordringer? Journal of Research in Arts and Sports Education, Oslo, v. 2, n. 2, p. 4-18, 2018.

VYGOTSKY, Lev. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.

Published

2020-08-11

How to Cite

Mjelde, L. . (2020). Mentoring experience and meaning: from the Socratic approach to the new science of learning. Senac Journal of Education and Work, 46(2). https://doi.org/10.26849/bts.v46i2.828

Issue

Section

Articles

Similar Articles

<< < > >> 

You may also start an advanced similarity search for this article.