In a recent article in the AECT’s TechTrends Randall Davies (of BYU) created a table wherein he described technology use in the classroom according to three levels:
Awareness (functionally illiterate); Praxis (developing experience); and ultimately Phronesis (practical competence). In particular praxis is a practical wisdom contrasted with sophia which is often taken to mean science, or why the world is the way it is.
These concepts lend themselves to education (especially ed tech) and in appraisal, as well as a variety of professions.
In appraisal, accounting, education, and engineering the professional strives for the level of phronesis, or a process that leads to competence. We must remember that phronesis is indeed a never-ending process. As technology progresses, as hypotheses evolve into theories and dissolve under the weight of newer hypotheses, the professional travels the path of phronesis to “keep up.” Hence, continuing education and professional networking.
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My PhD research will measure the extent to which case studies can affect morality in students and, ultimately, their ability to attain phronesis. After all, can an immoral (amoral?) person be considered competent at anything other than fraud?
Sam