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Knowledge in Practice

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 Knowledge in Practice: A vast array of human activities and practices sustain social living and culture. Crafts such as weaving, carpen...

 Knowledge in Practice:

A vast array of human activities and practices sustain social living and culture. Crafts such as weaving, carpentry and pottery, and occupations such as farming and shopkeeping, constitute alongwith and performing and visual arts and spor ts a valuable form of knowledge. These forms of knowledge are of a practical nature, tacit and often only partially articulated. 

Many of them involve abilities that are developed. These include the ability to conceptualise and imagine products that are useful or aesthetic, the knowledge of and ability to work with materials to fashion a product, knowledge of one’s own abilities, appreciation of team work, and attitudes of persistence and discipline. This is true whether it is an object being fashioned or whether it is a play a to be presented to an audience. 

Describing these activities as skills draws attention to only the dexterities that are involved, but not to the considerable understanding of the social and natural world and the self that each of these forms of practice involves. Like accepted academic disciplines, these crafts and trades too have their traditions and expert practitioners. The knowledge relevant to each of these crafts, occupations and art forms is cumulatively developed and is passed on through experience and reflection to the next generation of practitioners. Therefore, each one of them is a discipline of practical knowledge. The Indian heritage of such forms of practical knowledge is vast, varied and rich. As productive skills, they are an invaluable part of the economy. 

More reflection and research is needed in order to understand the epistemological structure of these practical disciplines. Understanding how they are practised and learnt, and how to formalise their learning, are questions of sociological importance as traditional occupations are linked to caste groups and are gendered. It is necessary to realise their curricular significance, not only as forms of work but equally as forms of knowledge, and as mediums for other learning. This important area of human knowledge needs to become a substantial part of the school curriculum
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CLEAR CTET: Knowledge in Practice
Knowledge in Practice
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