Learning and metaphors

References

• Beckett D, Hager P. Life, work and learning: Practice in postmodernity. Routledge, London 2002
   Google Scholar
• Bennett M, Hacker PMS. Philosophical foundations of neuroscience. Blackwell, Oxford 2003
   Google Scholar
• Bereiter C. Education and mind in the knowledge age. Lawrence Erlbaum Associates, MahwahN.J./London 2002
   Google Scholar
• Billett S. Learning through working life: Interdependencies at work. Stud. Continuing Educ. 2001; 23: 19–35
   Google Scholar
• Bransford JD, Schwartz DL. Rethinking transfer: A simple proposal with multiple implications. Rev. Res. Edu. 1999; 24: 61–100
   Web of Science ®Google Scholar
• Chinn CA, Brewer WF. The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Rev. Educ. Res. 1993; 63: 1–49
   Web of Science ®Google Scholar
• Elkjaer B. Organizational learning with a pragmatic slant. Int. J. Lifelong Educ. 2003; 22: 481–94
   Google Scholar
• Engestrom Y. Expansive learning at work: Towards an activity-theoretical reconceptualisation. J. Educ. Work 2001; 14: 133–156
   Google Scholar
• Guile D, Young M. Beyond the institution of apprenticeship: Towards a social theory of learning as the production of knowledge. Apprenticeship: Towards a new paradigm of learning, P Ainley, H Rainbird. Kogan Page, London 1999; 111–128
   Google Scholar
• Hager P. The inescapability of metaphors for thinking about learning. Jover G, Villamor P., In 2004a, editors. Voices of philosophy of education, proceedings of the 9th biennial conference of the international network of philosophers of education. Madrid, Spain: Complutense University. pp 143–151
   Google Scholar
• Hager P. The competence affair, or why VET urgently needs a new understanding of learning. J. Vocational Educ. Training 2004b; 56: 409–433
   Google Scholar
• Hager P. Philosophical accounts of learning. Educ. Phil. Theor. 2005a; 37: 649–666
   Google Scholar
• Hager P. Current theories of workplace learning: A critical assessment. International handbook of educational policy Part Two, N Bascia, A Cumming, A Datnow, K Leithwood, D Livingstone. Springer, Dordrecht 2005b; 829–846
   Google Scholar
• Hager P, Smith E. The Inescapability of Significant Contextual Learning in Work Performance. London Rev. Educ. 2004; 2: 33–46
   Google Scholar
• Hager P, Holland S. Graduate attributes, learning and employability. Springer, Dordrecht 2006
   Google Scholar
• Hager P, Halliday J. Recovering informal learning: Wisdom, judgement and community. Springer, Dordrecht 2006
   Google Scholar
• Haskell RE. Transfer of learning: Cognition, instruction and reasoning. Academic Press, San Diego 2001
   Google Scholar
• Hodkinson H, Hodkinson P. Rethinking the concept of community of practice in relation to schoolteachers’ workplace learning. Int. J. Training Dev. 2004a; 8: 21–31
   Google Scholar
• Hodkinson P, Hodkinson H. The significance of individuals’ dispositions in workplace learning: A case study of two teachers. J. Educ. Work 2004b; 17: 167–182
   Google Scholar
• Johnsson MC, Hager PJ. Artistry and adaptability: Learning to become professional orchestral musicians: A case study of the Sinfonia and fellowship programs at sydney symphony. Faculty of Education, University of Technology, Sydney, Sydney 2006
   Google Scholar
• Johnsson MC, Hager PJ. Culinary service and servitude: A case study of the apprentice learning in commercial cookery. Faculty of Education, University of Technology, Sydney., Sydney 2007, (Unpublished research report)
   Google Scholar
• Lakoff G, Johnson M. Metaphors we live by. University of Chicago Press, Chicago 1980
   Google Scholar
• Lakoff G, Johnson M. Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic Books, New York 1999
   Google Scholar
• Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge 1991
   Google Scholar
• Murdoch I. Existentialists and mystics: Writings on philosophy and literature. Conradi P, editor., In 1997, London: Chatto & Windus
   Google Scholar
• Phillips DC. The good, the bad, and the ugly: The many faces of constuctivism. Educ. Res. 1995; 24: 5–12
   Google Scholar
• Saljö R. From transfer to boundarey-crossing. Between school and work: New perspectives on transfer and boundary-crossing, T Tuomi-Gröhn, Y Engeström. Elsevier Science, Amsterdam 2003; 311–321
   Google Scholar
• Salomon G, Perkins DN. Individual and social aspects of learning. Rev. Res. Educ. 1998; 23: 1–24
   Web of Science ®Google Scholar
• Scheffler I. The language of education. Charles C. Thomas, SpringfieldIllinois 1960
   Google Scholar
• Schoenfeld AH. Looking toward the 21st century: Challenges of educational theory and practice. Educ. Res. 1999; 28: 4–14
   Google Scholar
• Sfard A. On two metaphors for learning and the dangers of choosing just one. Educ. Res. 1998; 27: 4–13
   Google Scholar
• Toulmin S. Knowledge as shared procedures. Perspectives on action theory, Y Engestrom, R Miettinen, R Punamaki. Cambridge University Press, Cambridge 1999
   Google Scholar
• Wenger E. Communities of practice: Learning, meaning, and identity. Cambridge University Press, Cambridge 1998
   Google Scholar
• Winch C. The philosophy of human learning, Routledge International Studies in the philosophy of education. Routledge, London & New York 1998
   Google Scholar