Experiential Knowledge

En lisant certains articles sur la participation publique et en écoutant plusieurs intervenants dans des colloques consacrés
à la coconstruction des savoirs, le sociologue que je suis demeure parfois dubitatif. Le savoir expérientiel de groupes
dans la société y est souvent présenté comme un nouveau Graal, une matière précieuse susceptible d’enrichir n’importe
quel projet : recherche, enseignement, clinique, gouvernance des organisations, politiques sociales. Comme des pépites
d’or brut, il apporterait une plus-value inestimable − quel que soit le domaine −, contribuant, par exemple, à améliorer
la qualité des résultats de recherche ainsi que l’acceptabilité sociale et la pertinence des projets. Pourtant, l’idée selon
laquelle la participation de groupes de la population touchés par des problèmes auxquels une collectivité tente de faire
face permettrait de facto de bonifier un projet relève, à mon sens, davantage de la pensée magique que de la pensée
sociologique. Elle mérite, à tout le moins, un examen attentif.

Contexte : Le curriculum de médecine de la Faculté de médecine de l’Université de Montréal connait plusieurs mutations majeures, dont l’adoption d’une nouvelle approche relationnelle dite de partenariat avec le patient et ses proches. L’approche repose sur le postulat du patient considéré comme acteur en possession d’un savoir important pour la formation des médecins. En conséquence, la présente recherche exploratoire décrit la révision des vignettes cliniques des dossiers d’apprentissage par problèmes qui parcourent tout au long du premier cycle de la formation médicale. But : Cette recherche présente le processus de révision d’une partie du curriculum du programme de premier cycle en médecine (programme MD) intégrant des patients formateurs, des étudiants en médecine à une équipe interdisciplinaire en sciences de la santé et de sciences humaines et sociales. Méthodes : Une méthode mixte a été employée mobilisant 24 répondants appartenant à cinq groupes différents (étudiants de méd...

The definition of materials in design today is more extensive than ever. Designers add computational programmability to conventional materials like wood and plastics to develop material compositions that are more expressive in form and function (Vallgårda & Redström, 2007; Ishii, Lakatos, Bonanni, & Labrune, 2012). They collaborate with micro-organisms, guiding their growth and forging the conditions in which a material can be created (see for an overview, Myers, 2012; Camere & Karana, 2018). Inspired by how a plant root spreads to find light and nutrition, Diana Scherer directs the growth of plant roots to develop textile-like materials with a self-developed technique (Figure 1). The BioLogic project by the MIT Tangible Media Group (Yao et al., 2015) explores responsive clothing, whose dozens of tiny triangular flaps react to heat and humidity due to the trillion or so single-cell organisms embedded into the fabric. In the figure shown here, it is this bacteria that causes the garm...

The spaces I occupy to create my work are usually in situ; in museums, medical collections, archives, conservation rooms, anatomy labs, galleries and storerooms. Fascinated by specimens and prosections most of my time has been spent drawing stuff in jars. I make visual notes in A6 notebooks of everything around me. When I visit a museum I draw the objects, I draw the sculptures and paintings I see in galleries and I draw the people at talks and conferences. These notes make use of text and visual notes, each mark being Essay Stuff in Jars There are three classes of people: those who see. Those who see when they are shown. Those who do not see
Lucy Lyons is lecturer in drawing at The Margate School (ESADHaR) and is a tutor in anatomy and art at UCL

El saber docente va más allá de un conocimiento solo técnico y disciplinar, es un saber ligado a la vida y a la propia experiencia, una experiencia reconocida y re-elaborada. El autor propone convertir la formación en oportunidades para facilitar este saber. Explorar en uno mismo ayuda a reelaborar esta experiencia y a compartirla. JOSÉ CONTRERAS DOMINGO Universitat de Barcelona. El de la formación del profesorado es un oficio (como todos los oficios de la educación y, en general, todos los de la relación) que está lleno de paradojas, de contradicciones, de im/posibi-lidades, de azares y misterios, de momentos mágicos y, ¡cómo no!, también de frustraciones. Supongo que como todos los que Libro CP417.indb 60 Libro CP417.indb 60

Cette thèse est une réflexion d’épistémologie sociale sur la construction des savoirs professionnels et expérientiels portant sur les problèmes de santé mentale ainsi qu’une exploration de leurs rapports à partir d’un projet de recherche montréalais. Ce projet fédéral de recherche et de démonstration visait à évaluer l’impact de l’approche Logement d’abord auprès de personnes avec des problèmes de santé mentale en situation d’itinérance.
À Montréal, des pairs, avec une expérience vécue des réalités de la santé mentale et de l’itinérance, ont été impliqués dans le projet de recherche aux côtés d’intervenants, de gestionnaires et de chercheurs. Au fil des mois, leur présence a eu des effets contrastés, contribuant parfois à renforcer les barrières entre les savoirs et les hiérarchies professionnelles en présence dans le projet, et, à d’autres occasions, à les surmonter et entrer dans un processus de co-production de nouveaux savoirs et pratiques.
L’analyse des rapports entre les savoirs en présence dans le projet souligne leur caractère complémentaire dans l’intervention publique dans le domaine des services sociaux et de la santé et les forces de l’approche expérimentale mise en oeuvre. La thèse offre également une contribution à la littérature sur la participation citoyenne en proposant une réflexion sur la capacité des citoyens à transformer les institutions publiques.
Les données analysées sont issues d’un terrain de deux ans mêlant observations de la participation des pairs et une cinquantaine d’entretiens individuels et collectifs réalisés auprès de pairs aidants, intervenants, chefs d’équipe, psychiatres, gestionnaires et chercheurs

This thesis is a contribution of social epistemology on the construction and nature of professional and experiential knowledge of mental health issues and an exploration of their relationship rooted in a research projet in Montreal. This federal research and demonstration project aims to assess the impact of the Housing First approach for homeless people with mental health problems.
In Montreal, people with a lived experience of the realities of mental health and homelessness have been involved in the research project. Over the months, the presence of these peers had mixed effects, contributing sometimes to build up barriers between different types of knowledge and existing professional hierarchies, and allowing, on other occasions, to overcome them and get into a process of co-production of new knowledge and practices. The analysis underlines the complementary nature of professional and experiential knowledge in the field of health and social services and the strength of the experimental approach mobilized in the project. This thesis also provides a contribution to the literature on citizen participation by offering a look on the capacity of the citizens to transform the state institutions.
The qualitative data was collected both throughout observation during a PhD field work and fifty individual and group interviews conducted between 2012 and 2013 with 25 peer support workers, clinical staff (nurses, social workers, and psychologists), program managers and psychiatrists.

The concept of fishers’ knowledge is one that has largely been marginalised in mainstream fisheries management, often characterised by soft ecological narratives and social insights when the bias of fisheries managers is for hard quantitative data of a biological nature.
This thesis makes an original contribution firstly, by situating the debate on the contested concept of fishers’ knowledge within the political context of traditional fisheries science, which has been undergoing a paradigm crisis and demands for reform.
Secondly, I draw a broad conceptual difference between a reformist account of fishers’ knowledge and a more radical discourse which positions fishers’ knowledge as an alternative to scientific enquiry. It is argued that a radical approach would be misguided, because fishers’ knowledge is not as effective as scientific data for assessing fish stocks. Instead, a case is made to continue to use fishers’ knowledge to explain remaining uncertainties in scientific stock assessment, and to explore important aspects of a fishery that other research approaches cannot. Specifically, it should become one of the central information pillars for conducting ecosystem-based fisheries management. Additionally, I advance fishers’ strategies as a developing concept that if understood, could for the first time allow managers to comprehend not just ‘how’ fishing effort occurs, but ‘why’.
Through a detailed analysis of a rich case study on the west coast of Ireland, these arguments are fleshed out to show how and why the concept of fishers’ knowledge may be relevant for resolving serious problems in fisheries politics and policy.
More broadly the thesis covers new ground in areas of study relating to local and experiential knowledge, ecosystem-based management and the political dimensions of environmental sustainability and natural resource management. It would be an interesting point of reference for professionals researching these topics.

In this article, I explore, using a rhizomatic approach, how new knowledge and insight are acquired through the experience and the practice of making the expressive artefact “Hollow” according to Graeme Sullivan’s (2010:192) argument that “the experience of the artist is the core element in the creation of new knowledge …”(my emphasis). Practice-led research in the visual arts explores multiple, new and diverse ways of experiencing, understanding and living in the world. The artefact serves as data and evidence (Niedderer 2004: 3). This article adds to the debate as to whether the practice itself or the reflection upon it embodies the knowledge artistic action produces by exploring the creation of knowledge in the experience and practice of making an artefact (Pakes 2004). 
My reveries and reflections are structured into pre-production, production and post-production sections. During pre-production of the artefact, my operating system as leading to the making of the artwork is explored. This includes thoughts on the intention of the artwork, the intrinsic and expressive motivation for the artwork, and some serendipitous happenings. I question how to make tacit internal, emotive, bodily experiences in order to transform the ineffable and invisible into a three-dimensional expressive artefact and how to make this experience academically explicit. During production, reveries on and from the processes and practice of making are explicated. Embodied and material forms of thinking are explored.  In the post-production section, I reflect on “shocking realisations” (Bolt 2005), the role of the lived body and new knowledge discovered in the making of “Hollow”.

Este artículo presenta una reflexión que involucra la experiencia del autor como formador de profesores, lo que refuerza el hecho de que esta función es el trabajo más difícil del mundo, pero también uno con el cual él se siente más identificado y preocupado. El autor asume la necesidad de una transformación en la forma en la que hemos diseñado y trabajado con relación a la formación de los profesores, dando oportunidad a nuevas formas de ver la formación y los sujetos de esta formación. Cuando se habla de la posibilidad de transformar esa relación en los contextos de formación, él afirma que esta también pasa por el movimiento de transformación del mundo y de la escuela, lo que involucra caminos hacia la libertad. palabras clavEs: Escuela. Didáctica. Formación de profesores. "Enseñar es como dar lo que no tengo" (Elizabeth Ellsworth) "Nadie enseña en abstracto" (Vivian G. Paley) introducción La formación de profesorado es para mí el oficio más difícil del mundo, y a la vez el que más me atrapa, con el cual me siento más identificado y preocupado. Es el oficio más difícil para mí, y quizás, debería decir que lo ha sido, pero hoy ya no lo vivo tanto así, esto es, ya no lo vivo tan vinculado a la experiencia de la dificultad. Lo que no ha variado es el hecho de atraparme, si

This will be a chapter in a book on Continuing Bonds Theory (ed. Dennis Klass and Edith Steffen). From the introduction:

Despite the importance of rituals in continuing bonds theory, rituals are under-theorised in continuing bonds literature. This chapter will explore some reasons why rituals are important and powerful, contributing to our understanding of therapeutic practices for responding to grief. In order to set the scene for this, I will outline the rituals of two very different communities - those of Shona people in Zimbabwe and of Pagans in the United Kingdom – pointing to ways in which these might be seen to respond to features of grief highlighted by continuing bonds theory. Truth claims (formal doctrines and informal statements about the nature of reality) are often taken to be the most important and powerful aspects of religion and related phenomena, but I am interested in the ways in which the ritual aspect of religions and of human life more generally are important and powerful in distinctive ways. In particular, as I will argue, rituals are distinctively important and powerful because they are diachronic and narratival. As a result, they provide experiential knowledge or understanding of the view of reality that truth claims (for example, about the continued existence of the deceased) express more thinly. Furthermore, rituals are typically narratives that are sensorily rich, and so they enable the imaginative conceptualisation of perceived realities. In addition, because they are bodily, rituals can provide people with a more embedded and recalcitrant form of cognition than the more superficial forms provided by propositional means. Experiential and bodily forms of cognition are relevant when considering grief, because bereaved people undergo significant changes in their views of reality and relationships to it. In grief, this can include gaining a sense of the intelligibility of the deceased person’s absence, and yet of their continued felt presence, and of a continuing but changing relationship with them. Ritual’s relational character also contributes to its power and importance, because it enables grief to be shared and makes it a qualitatively different experience. At the end of the paper, I will point to some of the implications of the account of ritual I have given for how we respond to grief in practice.

Le travail de recherche que nous presentons a pour but de mettre en evidence les savoirs d'experience des aides-soignants et des aides-soignantes. Cette categorie professionnelle dispense dans le cadre d'etablissements d'hebergement, une aide a la vie quotidienne des personnes âgees dependantes et participe a la mission d'accompagnement de fin de vie. Ces professionnels disposent de savoirs informels qui ne sont pas formalises. Des entretiens narratifs ont permis la verbalisation de l'experience. Grâce a des entretiens narratifs realises par les participants aupres de la chercheure, des recits sont co-construits qui mettent en avant des savoirs d'experience. En reference a la theorie de la formation experientielle, nous explorons l'experience, tant dans le fait de vivre une nouveaute (mener une experience) que le noyau central de l'apprentissage (apprendre de l'experience) et que la mobilisation de vecus (avoir de l'experience). L'etude a ...

This exposition presents an explorative project that examines employing material as a reference point for designing and making an artefact. The material's effects on designing and making have been elaborated upon from many angles. This exposition also examines how material affects designing and making processes from the perspective of material agency. This study argues that by observing a material's behaviour from the perspective of agency, one can genuinely understand what the material does, and accordingly can find ways to collaborate with it in the process of designing and making artefacts. The discussion is articulated through a designer's project in felting by employing a practice-led research approach that examined the decision-making processes through written reflections and visual documentation. This examination suggests that by including material as a reference point, design and making can reflect the ecology of the material in a way that combines human power with the activeness of the material.

Cet article analyse les mécanismes de participation de personnes détentrices de savoirs expérientiels de différentes réalités, dont les problèmes de santé mentale, l’itinérance, la toxicomanie et la pauvreté, dans le projet Chez-soi Montréal (2009-2013). Cette analyse nous permet de caractériser leur rôle au sein du projet, dans et hors des comités dans lesquels elles siégeaient. Nous mettons l’accent sur l’idée de monopole professionnel pour expliquer l’implication relativement superficielle des pairs dans ce projet, ainsi que sur les facteurs ayant limité un plus grand partage du pouvoir décisionnel, pourtant souhaité par plusieurs acteurs au sein du projet. Ce faisant, par le biais de cette analyse, nous illustrons et mettons en contexte des enjeux qui se détachent de la littérature sur la participation d’usagers ou d’anciens usagers des services sociaux et de santé à des projets de recherche et d’intervention dans le domaine de la santé et des services sociaux.

Fisheries managers and scientists are currently attempting to improve the knowledge base for fisheries management through collation of multi institutional and multidisciplinary research. Whilst these attempts at knowledge management are necessary for good practice in fisheries science, they could be in vain. Building on previous research in North America, Europe and the Indo-Pacific, research in Ireland shows that fishers feel omitted from knowledge management exercises connected to fisheries management and resultantly are sceptical of scientific knowledge communicated to them by fisheries managers. This reduces fishers’ will to take fisheries management policies based on science seriously and can compromise their compliance with fisheries regulations and their cooperation with fisheries managers. Novel interview techniques conducted on fishers based in Galway Bay show that fishers do indeed have unique knowledge that should be part of the knowledge base for fisheries management. Far from being simply ecological, fishers’ knowledge gives detailed insights into the strategies of fishers. Analysis of these strategies by fisheries managers could greatly inform fisheries management policy. Inclusion of fishers’ knowledge would help to legitimise fisheries management and science amongst fishers. This legitimisation would increase the chance of fisheries management policy being successful. However, despite recognition by some scientists that fishers’ knowledge could be used alongside traditional scientific knowledge to provide a basis for better fisheries management policies, it is rarely used by fisheries managers. The lack of inclusion to date of stakeholders’ knowledge in the European Union’s common fisheries policy has left European fishers as forgotten scientists

This article makes an effort to conceptualise the emerging field of scholarship called Indian Psychology (IP) in the backdrop of the disciplinary developments. After situating IP in the disciplinary matrix, the article articulates the meaning and scope of IP, its critical features and misconceptions about its conceptualisation. It is argued that IP is a school of psychology primarily rooted in the diverse Indian thought systems with panhuman appeal. It has potential to offer an encompassing vision which covers the vast expanse of the human consciousness from a dynamic experiential vantage point. As a theory and practice, IP is practical and transcendental in nature. While IP chiefly addresses the existential issues from a first person perspective, it is inclusive in approach and does not ignore the mundane concerns of everyday life and social welfare.

مفهوم "علم شهروندی" را می¬توان به سه دسته کلی تقسیم¬بندی نمود: 1) تبادل و اطلاع¬رسانی نتایج علمی به شهروندان با زبان عامه جهت ارتقای آگاهی شهروندان، 2) بکارگیری شهروندان به منظور گردآوری و پایش داده¬ها و شواهد، و 3) شهروندی علمی که به تسهیم حکمرانی، سیاستگذاری، قدرت و امور سیاسی علم با شهروندان باور دارد. دو دسته اول، پارادایم کنونی علم را همانگونه که هست می¬پذیرند و تلاش می¬کنند هژمونی آن را بوسیله ارتقای ارتباطات آن یا توسعه روش¬شناسی آن تقویت نمایند. اما دسته سوم ساختار قدرت علم را به چالش می¬کشد، هر چند که همچنان تعریف یا موضوع علم را ثابت نگه می¬دارد. مقاله کنونی به دنبال باز نمودن بحث درباره دسته چهارمی از مفهوم علم شهروندی است که در آن موضوع علم دستخوش تغییر می¬شود. در این رویکرد، به دانش شهروندان به عنوان یک منبع دانشی اصیل، ارزشمند و مکمل نگریسته می¬شود. این باعث می¬شود تا مفهوم علم شهروندی به مباحث جاری در خصوص فرارشته¬ای شدن علم، میدان دادن به دانش¬های ضمنی و تجربه¬محور کنشگران غیرآکادمیک، فرآیند جدید تولید دانش (مد 2) و ارزیابی علم توسط کمیته¬های بسط¬یافته مشتمل بر همتایان آکادمیک و کنشگران غیرآکادمیک،  که در حوزه¬های فلسفه علم، مطالعات پایداری و مطالعات اجتماعی علم و فناوری دنبال می¬شوند، نزدیک شود. 
کلیدواژه‌ها: علم شهروندی، علم پساعادی، فلسفه علم، توسعه پایدار، دانش تجربه¬محور، دانش ضمنی، کنشگران غیرآکادمیک.

Background
This article charts the relationships between the model of evidence-based practice (EBP), healthcare markets where providers are increasingly competing through the adoption of EBP-certified interventions, and the cultivation of experiential knowledge within self-help and mutual aid groups (MAGs). After 35 years of neoliberal reform, service user involvement in research, service provision and evaluation, and patient-centered care has been operationalised in increasingly measurable ways. In seeking to value and incorporate service user experiences, current models of EBP do not unpack the heterogeneity within experiential knowledge.

Aims
This article explores a more meaningful use of experiential knowledge than the cursory and tokenistic treatment it is often given.

Objectives
• Propose, illustrate and theorise the concept of ‘deep experiential knowledge’ (DEK)
• Identify ways that the acknowledgement of DEK are useful in healthcare policy, governance and the clinical encounter

Methods
Drawing upon case study vignettes, we analyse MAGs as epistemic communities of problem solvers.

Findings
Deep experiential knowledge is a robust and collective form of knowledge, generated over time in the long-term members (‘old-timers’) and collective knowledge of MAGs. Five characteristics of deep experiential knowledge are proposed.

Discussion
By rendering DEK amenable to the logic of EBP, we outline potential benefits of foregrounding DEK in the conduct of healthcare research, policy and governance, and the clinical encounter.

Conclusions
DEK constitutes an authority that distinguishes different degrees of experiential knowledge of healthcare problems. Attending to DEK helps untangle some of the challenges posed by EBP for and to successful service user involvement.

Improvisation is a way of knowing that is experiential, pivotal to the body’s movement and growth in the world, allowing us to manage constraint and freedom in a rich world of possibility. Within this paper we trace a trajectory from improvisation in life to improvisation in art. By focusing on practitioners who work with improvisation in precise ways in the fields of anthropology, ecology, visual art and music, we explore how improvisation and experiential knowledge are profoundly interconnected. To achieve this, we use the four characteristics of improvisation developed by Ingold and Hallam (anthropologists) as a framework for the evaluation of art practices of improvisation including the authors’ own project work. We expand the framework through Dewey’s analysis of art as experience. The article concludes with an evaluation of how the techniques and processes of improvisation from the case examples may be useful ways to shed light on the workings of experiential knowledge

A growing stream of design research investigates collaborations between
artisans and designers, making the case for balanced and systemic approaches. In
reality though, such initiatives rarely provoke new understanding or open new
perspectives. This research enquiry seeks to address the gap between theory and
practice by analysing the dynamics of co-design projects. A guiding framework was
built from the literature, composed of three structuring poles: know-how, materials
and concepts. Field study was conducted at a French association offering an insertion
program to immigrant artisans, which includes a collaborative project with designers.
Data was collected through participatory observation and phenomenographic
interviews. Results are expressed in form of a typology of projects’ dynamics, leading
to recommendations. They relate to preparing the co-design approach, following-up
and managing projects, and finally empowering artisans to play an active role in their
professional path.

Ser y saber en la formación didáctica del profesorado: una visión personal José CONTRERAS DOMINGO RESUMEN La formación supone cancelar la frontera entre lo que sabemos y lo que somos. Y es la relación experiencia-saber (frente a la tradicional de teoría-práctica) la necesaria en el quehacer educativo. La noción de experiencia es entendida como lo que nos pasa y nos mueve a pensar el sentido de lo educativo. La idea de saber es entendida como el fruto de la experiencia, que tiene siempre un fuerte componente personal. En el texto se desarrollan estas ideas y se plantean modos de abordar en la formación docente este proceso de construcción de la relación personal entre experiencia y saber. ABSTRACT Education means to bridge the gap between what we know and what we are. And the relationship between experience and knowledge (in contrast to the traditional relationship between theory and practice) is necessary and important in education. The notion of experience is understood as what happens to us and leads us to think about the meaning of education. The idea of knowledge is understood as the result of experience, which always has a strong personal component. These ideas are discussed in the paper, and ways of tackling this process of building a personal relationship between experience and knowledge in teacher education are offered.

Fishers' knowledge research is an approach to fisheries research that has a relatively long history, yet has generally failed to become integrated into the fisheries science mainstream alongside approaches that rely primarily on the knowledge of professional scientists. Its continued position on the margins of fisheries science has not however stopped fishers' knowledge researchers from publishing an expanding literature, which they often use to advocate for the greater consideration of fishers' knowledge by fisheries scientists and managers. They believe that the unique and often highly qualitative knowledge of fishers could inform better decision-making, resulting in improved socio-ecological outcomes for fisheries. This review first outlines the scope of the fishers' knowledge literature, before outlining five waves of fishers' knowledge research that have developed over the last century. For each wave, the nature of the fishers' knowledge documented during it is noted, as is the research and dissemination approach taken by its practitioners. The impact of that wave on mainstream fisheries science is then assessed. Overall, it is found that only one wave of fishers' knowledge research is beginning to have consistent success integrating with mainstream fisheries science, a wave that omits the research of many of the unique elements of fishers' knowledge. Other waves have died out, or are in danger of dying out, either because they have failed to be noticed by mainstream fisheries scientists or because mainstream fisheries scientists have not welcomed their outputs. It is summarized that fishers' knowledge research will only continue as a productive activity if mainstream fisheries scientists begin to open their discipline to other knowledge cultures and if fishers' knowledge researchers facilitate this action by disseminating their research so that it is more accessible to these scientists.

Purpose – The purpose of this paper is to address the following questions: in what sense does experimentation as improvisation lead to methodological innovation? What are the implications of artistic experimentation as improvisation for education and learning? Design/methodology/approach – The paper tracks the known concept within research of “experimentation” with a view to revealing how practice-led research in art works distinctively with experimentation. It proposes experimentation as improvisation drawing on a research project Sounding Drawing 2012 as an example. The paper situates art experimentation as improvisation in art (Cage, 1995) anthropology (Hallam and Ingold, 2007; Bateson, 1989) and the theoretical work of Arnheim (1986) on forms of cognition. Findings – Arts research as improvisation is participatory, relational and performative retaining the research subject in its life context. The artist as researcher starts with open-ended critical questions for which there are...

This paper explores a paradox. We breathe in, and then out. We walk by making paces, alternating left and right feet. Walking and breathing are made up of discrete intervals of space and time, involuntary actions of the living body, sustaining continuity. Continuity in movement is constituted by its opposite. The necessity to transpose the weight of our body between first the left and then the right foot creates motion. By analysing these discrete movements, it becomes possible to transpose them into languages of signs and symbols – notation, drawing, documenting what has happened to inform what might happen. Creativity intervenes, allowing us to vary the patterns playfully, because it is possible to do so with this kind of notational knowledge or trace. Languages of form building in art thereby constitute an effective, visual, embodied method of understanding how the body moves: a complex dialogue between gravity's pull towards stasis, the centre of the earth, countered by the ...

A provechando tu viaje a Argentina nos gustaría charlar con-tigo para consultarte qué líneas de trabajo te encontrás en este momento, acerca de tu investigación en la práctica, de por qué la formación de profesores es un eje y la problemática que investigas, cómo piensas la práctica en el sentido de corrernos de las racionalidades vigentes, cuáles son los conflictos de la forma-ción docente en España hoy, cuánto de eso podríamos anticipar, capitalizar, o analizar desde aquí Mira, justo de lo que me preguntas, de lo penúltimo, es de lo que quiero hablar en mi intervención en este Congreso, del cómo yo vivo y entiendo mi trabajo, y de cómo he ido evolucionando en el tiempo y cómo me he ido despegando de ciertas cosas. En estos días algunos de los asistentes al Congreso me reconocen por mis escritos de hace bastantes años, y me doy cuenta de que se refieren a textos en los que yo ya no me reconozco. Porque para mí están cargados de una distancia en la forma de vivir cotidianamente las preocupaciones y las necesidades docentes y crean por tanto una distancia en la forma de poder convertir en vida esos saberes. En una ocasión decía que a mi como profesor, como maestro me cos-taba trabajo poder inspirarme en lo que yo escribía. Y por eso voy buscando cómo poder pensar sobre el saber pedagógico de otra ma-nera que no sea un saber distante, desarraigado de la vida; y tam-bién, sobre la formación de otra manera que no sea la transmisión de un saber constituido y formalizado. Estamos muy atrapados, para pensar el saber pedagógico y la formación del profesorado, en las nociones de teoría y de practica y en las relaciones teoría-práctica, y yo no creo que sean estas las nociones que necesitamos, sino que creo que se trata de pensar las relaciones entre experiencia y saber, y por ahí es por donde estoy buscando un poco, no tanto teorizando, porque si no estaría cayendo en la misma cuestión, sino mas bien se trata de cómo estoy buscando en mi practica cotidiana, en mi trabajo con mis alumnos, en las clases de didáctica para maestros y maestras de educación primaria; cómo yo me planteo mi trabajo docente, qué cosas veo que pasan, que me preocupan, en qué me equivoco y en qué no. Como voy intentando dar sentido a lo que hago y a lo que busco; en ocasiones es un movimiento más desde la intuición, y luego intento pensar en qué es lo que hay ahí como manera de hacer, de pensar, de explorar lo pedagógico. De hecho la invitación a esta Congreso ha sido para mi como un estimulo para ponerme a pensar sobre esto. Así que he aprovechado la oportuni-dad para escribir como voy viendo y viviendo lo que hago. Cuando hablas de saberes, hablas de saberes involucrados en esa acción…

Coastal areas are among the landscapes facing the greatest challenges. Traditional coastal management approaches to face with risks, based on hard approaches, have proved unsuccessful and inefficacious. They need to be combined with sot approaches, based on nature-based solutions, and on management strategies that include experiential knowledge. Focusing on an Italian coastal landscape, risk perception was investigated using the method Scenario Workshop to understand the level of awareness that different actors have on coastal erosion and associated risks. The study highlighted the necessity to create a diverse, interdisciplinary and scientific knowledge base, combined with an interface improvement between knowledge creation and decision-making, in which local actors can interact and participate into the management processes. In this sense, the production of shared knowledge on phenomena, processes and related risks would help to define appropriate forms of landscape management.

Education means to bridge the gap between what we know and what we are. And the relationship between experience and knowledge (in contrast to the traditional relationship between theory and practice) is necessary and important in education. The notion of experience is understood as what happens to us and leads us to think about the meaning of education. The idea of knowledge is understood as the result of experience, which always has a strong personal component. These ideas are discussed in the paper, and ways of tackling this process of building a personal relationship between experience and knowledge in teacher education are offered.

This article contributes to the critical debate on the choreographies of care in farming (Law 2010) through an exploration of the inter-dependence of care and situated expertise in the context of vine work. It argues that care as the totality of those activities which enable the maintenance, continuation, and repair of the farming ‘world’, to paraphrase Fisher and Tronto’s (1991) classic definition, depends on experiential knowledge. According to Dreyfus and Dreyfus (1986) attentiveness, responsiveness, and adaptation to the material environment are characteristic of high levels of experiential expertise. Attentiveness, responsiveness, and adaptation are also what characterises good care (Tronto 1993, Mol 2008). Through an autoethnographic account of acquiring competence in vine work, the article illustrates how through practical engagement with the material and social environment of the farm key elements of the logic of care (Mol 2008) are acquired. In conclusions, the paper indicates some consequences of putting experiential knowledge at the heart of mutlti-scalar and multi-temporal cares farmers are increasingly asked to attend to.