By Jan Patočka
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Additional info for An Introduction to Husserl's Phenomenology
Although we refer to a doctor in the profession of medicine or an auditor in the profession of accounting, the individuals involved may have more in common with each other than with the assumed “average” practitioner of their profession. Both may, for example, share a fervent interest in using their professional skills in the advancement of human rights. Nevertheless, the professional body to which the practitioner belongs is worth examining, as it arguably shapes the individual’s identity, learning and practice in powerful ways.
Proponents of this perspective vary in their explanation of the influence of sociocultural interactions (Engeström, 1999; Vygotsky, 1978). The social constructionist perspective describes learning through the inter-subjective construction of meaning. 1 Exploring Professional Learning and Development 21 knowledge are socially constituted, so that the learner and the world are irrevocably interrelated through lived experience. Again proponents of this perspective vary in attention paid to differing aspects of social interaction, from a focus on practice to a focus on language (Bourdieu, 1990; Gergen, 2001).
Again proponents of this perspective vary in attention paid to differing aspects of social interaction, from a focus on practice to a focus on language (Bourdieu, 1990; Gergen, 2001). Both these approaches view knowledge as constructed and are attentive to individual and social aspects of learning, but social constructivism has been described as having a more individual emphasis on the construction of meaning, whereas social constructionism emphasises the inter-subjective nature of this construction.