Practising Knowing: Emergence(y) teleologies

Manidis, M; Scheeres, H

Practising Knowing: Emergence(y) teleologies

Manidis, M

Scheeres, H

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Publication Type:: Journal Article
Citation:: Educational Philosophy and Theory, 2013, 45 (12), pp. 1230 - 1251
Issue Date:: 2013-12-01

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Field	Value	Language
dc.contributor.author	Manidis, M https://orcid.org/0000-0002-3723-0956	en_US
dc.contributor.author	Scheeres, H	en_US
dc.date.issued	2013-12-01	en_US
dc.identifier.citation	Educational Philosophy and Theory, 2013, 45 (12), pp. 1230 - 1251	en_US
dc.identifier.issn	0013-1857	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27690
dc.description.abstract	This article presents a meta-disciplinary and institutional framework of practices used by nurses and doctors to manage the indeterminacy of knowing in emergency departments (EDs) in Australia. We draw on Schatzkian perspectives of how practices prevail and reflect particular site ontologies. We posit that nurses and doctors draw on a repertoire of practices to finesse their knowing at patients' bedsides: they practise knowing. Drawing on existing practice knowledges (old learnings) they tailor them in the ED (new workplace learnings). This suggests that learning (practices) in the ED is teleological and emergent. This alerts us to new ways of thinking about attachments to practice knowledges, or 'the teleological-affective structuring' of practices (Schatzki, 2006, Organization Studies, 27, 1864), and its implications for organizational learning. © 2013 © 2013 Philosophy of Education Society of Australasia.	en_US
dc.relation	http://purl.org/au-research/grants/arc/LP0775435R1
dc.relation.ispartof	Educational Philosophy and Theory	en_US
dc.relation.isbasedon	10.1080/00131857.2013.763597	en_US
dc.title	Practising Knowing: Emergence(y) teleologies	en_US
dc.type	Journal Article
utslib.citation.volume	12	en_US
utslib.citation.volume	45	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1702 Cognitive Sciences	en_US
utslib.for	2202 History and Philosophy of Specific Fields	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access
pubs.issue	12	en_US
pubs.publication-status	Published	en_US
pubs.volume	45	en_US

Abstract:

This article presents a meta-disciplinary and institutional framework of practices used by nurses and doctors to manage the indeterminacy of knowing in emergency departments (EDs) in Australia. We draw on Schatzkian perspectives of how practices prevail and reflect particular site ontologies. We posit that nurses and doctors draw on a repertoire of practices to finesse their knowing at patients' bedsides: they practise knowing. Drawing on existing practice knowledges (old learnings) they tailor them in the ED (new workplace learnings). This suggests that learning (practices) in the ED is teleological and emergent. This alerts us to new ways of thinking about attachments to practice knowledges, or 'the teleological-affective structuring' of practices (Schatzki, 2006, Organization Studies, 27, 1864), and its implications for organizational learning. © 2013 © 2013 Philosophy of Education Society of Australasia.

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http://hdl.handle.net/10453/27690