Mesterlære – en analyse af forholdet mellem viden, kunnen og forståelse – med referencer til den musikpædagogiske mesterlærepraksis

Abstract

ABSTRACT - Apprenticeship – an analysis of the relation between knowledge, know-how and understanding with references to the practice of music-pedagogical apprenticeship. What is learning and how is it constituted? Hubert and Stuart Dreyfus´ analysis of apprenticeship provides the background for a discussion of the relationship between three theoretical approaches to learning: the idea of individually constituted learning, the social theory of learning (Lave and Wenger)/ Practice Theory (Schatzki) and philosophical hermeneutics. The article analyzes the relation between knowledge and know-how and examines the question of the significance of participation in social practice. It introduces philosophical hermeneutics to mediate between diverse perspectives on the concept of learning. The article unfolds an immanent critique of Dreyfus´ phenomenological analysis of learning. It argues that their model of learning is inconsistent. The critique highlights the significance of participation in practice, and illustrates the discussion with reference to Jean Lave’s ethnographical studies of tailoring apprenticeship among Vai and Gola tailors in Monrovia. The article argues that learning is conditioned by affiliation to the practice in which it takes place and that understanding (and thereby learning) is constituted by both subjective/individual and general/common matters – thus rejecting any dichotomous relation between knowledge and know-how and between individual and practice-conditioned learning. Keywords: Music instrumental apprenticeship – Phenomenological analysis of learning – Practice Theory – Philosophical hermeneutics