Learning through work: premises, conceptions and practices

Across human history, most occupational capacities have been learned through work activities and interactions, in ways that are distinct from how that learning is supported and occurs in educational institutions. Understanding how learning arises through work, therefore, requires explanatory premises that are distinct from those used for the goals and processes of educational institutions. An elaboration of these premises can lead to conception of and practices for supporting learning in and through work, and not premised upon what happens in those institutions. These considerations also need to be projected to consider how this learning can progress in contemporary times, including developing the work practices and knowledge required for effective and adaptable occupational and workplace outcomes. Utilizing anthropological, historical, psychological, and sociological disciplines, considerations of the curriculum, pedagogic, and personal practices supporting the learning needed for current and emerging requirements are advanced. Models of practice or workplace curriculum are discussed as potential pathways along which this learning can progress. The qualities of diverse practice pedagogies are advanced as means of enriching experiences in work through securing the kinds of knowledge required for contemporary and emerging work. However, beyond what is afforded individuals in terms of provision of experiences and support, ultimately, the effectiveness of that learning is premised on workers' personal epistemological practices: of those who participate in, and learn through, the circumstances of practice. In these ways and through these means, the premises, conceptions and practices learning through work are discussed and evaluated in this article.