In search of phronesis: recognizing practical wisdom in the Recognition (Assessment) of Prior Learning

Abstract

This article argues that greater understanding of the Aristotelian concept of phronesis or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify phronesis empirically so that RPL assessors can identify it and RPL candidates can articulate it. Extracts from the qualitative data of two separate research projects are presented to show examples of phronesis. These extracts also show the difficulties associated with its articulation and identification. It is argued that even if phronesis cannot be accredited for RPL purposes, it should be taught and discussed in the curricula of adult education and RPL portfolio development courses to show the importance of this form of knowledge and reasoning and the different forms it might assume in formal education and life contexts.

Keywords:

• recognition/assessment of prior learning
• phronesis
• practical wisdom
• adult education
• Basil Bernstein
• Aristotle

Notes

1. The terms are used interchangeably in this article.

2. For example, Noel (1999a, 1999b), Eisner (2002), Graaff (2004, 2006), Kristjansson (2005) and Saugstad (2005).

3. The Greek word ‘phronesis’ is used more frequently in modern essays on the topic than in translations of Nicomachean Ethics, which was written by Aristotle around 350 BC. The early translation of this book by Thomson (Aristotle 1953) emphasizes the word phronesis, but his revised translation (Aristotle 2004) emphasizes ‘prudence’ or ‘practical wisdom’. The translation by Ross (Aristotle n.d.) refers to practical wisdom. The translation by Irwin (Aristotle 1985) refers to ‘intelligence’. Crisp’s translation (Aristotle 2000), which uses the term practical wisdom, is favoured in this article.

4. See Breier (2003) for discussion of the role of the everyday example in adult pedagogy

5. Also reported in Breier (2008).

6. See also Breier (2006b).