Technologies of Learning (Paperback)

Bert de Munck

ISBN 10: 250352270X / ISBN 13: 9782503522708

Published by Brepols N.V., Turnhout, 2008

About this Item

Paperback. The importance of training and education is on the increase. While the production of 'human capital' is seen as a motor for a competitive economy, skills and expertise proof to be necessary for social mobility. Remarkably, in conceiving modern forms of 'apprenticeship', several mechanisms from the acien regime, seem to return. The difference between public and private initiative is disappearing, education and training is being confused, and in order to acquire generic skills as flexibility, communicability, self-rule, creativity and so on, youngsters have to learn 'in context'. Even for maths, scholars now talk of 'situated learning'.Before the advent of a formal schooling system, training took place on the shop floor, under the roof of a master. The apprentice not only worked but also lived in his master's house and was thus trained and educated at the same time. In cities, this system was formally complemented by an official apprenticeship system, prescribing a minimum term to serve and an obligatory masterpiece for those who wanted to become masters themselves. Traditionally, historians see this as an archaic and backward way of training, yet this book's aim is to show that is was instead a very flexible and dynamic system, perfectly in tune with the demands of an early modern economy.In order to understand it fully, however, we should differentiate the informal training system organised via a 'free market' of indentures on the one hand and the institutionalised system of craft guilds on the other. In Antwerp, early modern guilds had a project of 'emancipating' their members. They didn't simply produce certain skills, but through a system of quality marks defended the honour of craftsmen. This is the difference with current practices. By representing hands-on skills as superior, guilds supplied a sort of symbolic capital for workers. Before the advent of a formal schooling system, training took place on the shop floor, under the roof of a master. The apprentice not only worked but also lived in his master's house and was thus trained and educated at the same time. In cities, this system was formally complemented by an official apprenticeship system, prescribing a minimum term to serve and an obligatory masterpiece for those who wanted to become masters themselves. Traditionally, historians see this as an archaic and backward way of training, yet this book's aim is to show that it was instead a very flexible and dynamic system, perfectly in tune with the demands of an early modern economy. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Seller Inventory # 9782503522708

Bibliographic Details

• Title: Technologies of Learning (Paperback)
• Publisher: Brepols N.V., Turnhout
• Publication Date: 2008
• Language: English
• ISBN 10: 250352270X
• ISBN 13: 9782503522708
• Binding: Paperback
• Condition: new

About this title

Synopsis

The importance of training and education is on the increase. While the production of 'human capital' is seen as a motor for a competitive economy, skills and expertise prove to be necessary for social mobility. Remarkably, in conceiving modern forms of 'apprenticeship', several mechanisms from the acien regime, seem to return. The difference between public and private initiative is disappearing, education and training is being confused, and in order to acquire generic skills such as flexibility, communicability, self-rule, creativity and so on, youngsters have to learn 'in context'. Even for maths, scholars now talk of 'situated learning'.

Before the advent of a formal schooling system, training took place on the shop floor, under the roof of a master. The apprentice not only worked but also lived in his master's house and was thus trained and educated at the same time. In cities, this system was formally complemented by an official apprenticeship system, prescribing a minimum term to serve and an obligatory masterpiece for those who wanted to become masters themselves. Traditionally, historians see this as an archaic and backward way of training, yet this book's aim is to show that it was instead a very flexible and dynamic system, perfectly in tune with the demands of an early modern economy.

In order to understand it fully, however, we should differentiate the informal training system organised via a 'free market' of indentures on the one hand and the institutionalised system of craft guilds on the other. In Antwerp, early modern guilds had a project of 'emancipating' their members. They didn't simply produce certain skills, but through a system of quality marks defended the honour of craftsmen. This is the difference with current practices. By representing hands-on skills as superior, guilds supplied a sort of symbolic capital for workers.