Willems Thijs
Vrije Universiteit Amsterdam, the Netherlands.
Manag Learn. 2018 Feb;49(1):23-39. doi: 10.1177/1350507617725188. Epub 2017 Aug 21.
This article explores the role of embodied, sensible knowledge in practice-based learning. Despite recent efforts to conceptualize how practitioners become skillful through corporeal and sensible learning, it still seems under-theorized and hard to understand what this exactly entails. The aim of this article is to account for the inherently embodied and sensible nature of knowledge by drawing on a 2-year ethnographic study of train dispatchers in a railway control room. Embodied and sensible knowledge is developed through the work of Merleau-Ponty and Heidegger, as phenomenology is a way to theorize the body beyond being an object to, instead, account for embodiment as lived and experienced. The data show that such knowledge can be understood as a matter of 'attunement': dispatchers become progressively skillful in bringing their bodies and senses in tune with practical situations and perturbations in the environment. The article contributes to a richer understanding of embodiment, especially in the relation between knowledge and practices, in organization studies and management learning.
本文探讨了具身的、可感知的知识在基于实践的学习中的作用。尽管最近人们努力将从业者如何通过身体和感知学习变得熟练的过程概念化，但这似乎仍缺乏理论阐述，且难以理解这究竟意味着什么。本文的目的是通过对铁路控制室调度员进行为期两年的人种志研究，来说明知识固有的具身性和可感知性。具身的和可感知的知识是通过梅洛 - 庞蒂和海德格尔的著作发展而来的，因为现象学是一种超越将身体视为客体的理论化方式，而是将具身性视为生活和体验的方式。数据表明，这种知识可以理解为一种“协调”问题：调度员在使自己的身体和感官与实际情况以及环境中的干扰相协调方面逐渐变得熟练。本文有助于更深入地理解具身性，特别是在组织研究和管理学习中知识与实践的关系方面。
