Abstract
The need to disclose an understanding of how to assess learning is central to education and training. The how and what of these assessments are what I concern myself with here, considering mainly what assessments and their various forms tell us about work-related learning. For example, should there be external examination with set outcomes, often unrevealed to students, or practical achievement made clear to students and their achievement confirmed through choice by the students themselves? This process of unconcealment, of finding the truth with differing levels of certainty, is what this chapter basically addresses. Heidegger’s specific phenomenological method to achieve this is through hermeneutic interpretation. He claims that the “phenomenology of Dasein is a hermeneutic in the primordial signification of this word, where it designates this business of interpreting” (1962, p. 62) and offers two approaches to uncover the covered nature of the phenomena we seek to understand. The first, and the one that will concern us here, is the discovery of practices that have not been investigated prior to this interpretation.
The way in which Being and its structure are encountered in the mode of phenomenon is one which must first of all be wrested from the objects of phenomenology. Thus the very point of our departure (Ausgang) for our analysis requires that it be secured by the proper method
(Heidegger, Being and Time, 1962, p. 61, italics in the original).
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Notes
- 1.
However, see Winch (2009).
- 2.
- 3.
Candidate veracity is assumed.
- 4.
Parentheses mine.
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Gibbs, P. (2011). Assessment and Recognition of Work-Based Learning. In: Heidegger’s Contribution to the Understanding of Work-Based Studies. Professional and Practice-based Learning, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3933-0_7
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