Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/268489 
Year of Publication: 
2007
Citation: 
[Journal:] Academy of Management Learning & Education [ISSN:] 1944-9585 [Volume:] 6 [Issue:] 4 [Publisher:] Academy of Management [Place:] Briarcliff Manor, NY [Year:] 2007 [Pages:] 495-519
Publisher: 
Academy of Management, Briarcliff Manor, NY
Abstract: 
Higher and post-experience education in many parts of the world has unfortunately overlooked what practice can contribute to our knowledge base distinctly and additively from classroom education. Ultimately, we need a synthesis of theory and practice if we are to prepare thoughtful practitioners. Using conceptual and practical approaches from constructionist thought borrowing such tools as tacit knowledge, critical reflection, and mastery, this paper proposes a means to effect such a synthesis. Needed is a new epistemology of practice that adds praxis to classroom education in order to help learners deconstruct the structures and systems that embed their social environments. The paper also examines the outcomes and particular competencies that emanate from a practice-based learning. Implications for teaching by learning from this practice epistemology are discussed.
Subjects: 
Epistemology
Theory and practice
Reflective practice
Social constructionism
Critical theory
Expertise
Tacit knowledge
Practice-based learning
Local knowledge
Postmodernism
JEL: 
M53
M51
M10
I21
J24
O31
Published Version’s DOI: 
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)
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