Chapter 5. Learning Professional Ways of Being: Ambiguities of becoming

  1. Gloria Dall'Alba
  1. Gloria Dall'Alba

Published Online: 17 MAR 2010

DOI: 10.1002/9781444322828.ch5

Exploring Education through Phenomenology

Exploring Education through Phenomenology

How to Cite

Dall'Alba, G. (2010) Learning Professional Ways of Being: Ambiguities of becoming, in Exploring Education through Phenomenology (ed G. Dall'Alba), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444322828.ch5

Editor Information

  1. University of Queensland, Brisbane, Australia

Author Information

  1. University of Queensland, Brisbane, Australia

Publication History

  1. Published Online: 17 MAR 2010
  2. Published Print: 19 FEB 2010

ISBN Information

Print ISBN: 9781405196598

Online ISBN: 9781444322828

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Keywords:

  • learning professional ways of being and ambiguities of becoming;
  • professional education programs - task of preparation for professional practice;
  • epistemology—or what students know and can do—failing to facilitate and supporting such transformations;
  • developing ways of being professionals in question;
  • education as transforming ways of being;
  • directedness to possibilities - that we are continually in a process of becoming;
  • Heidegger's insights into ontological dimensions of education - project of re-thinking ontology;
  • need to ontologise higher education within context of our entwinement with our world;
  • continuity and change - through passage of time as part of our everyday life;
  • ambiguity associated with possibilities and constraints - not operating in a neutral manner

Summary

This chapter contains sections titled:

  • Education as Transforming Ways of Being

  • Our Ambiguous Relation to Our World

  • Ambiguity of Becoming

  • Reconfiguring Professional Education as a Process of Becoming

  • Conclusion

  • Acknowledgements

  • Notes

  • References