Michel Lejeune

Bio: Michel Lejeune is an academic researcher from École Polytechnique de Montréal. The author has contributed to research in topic(s): Knowledge level & Tacit knowledge. The author has an hindex of 4, co-authored 19 publication(s) receiving 80 citation(s). Previous affiliations of Michel Lejeune include Université de Sherbrooke & Université du Québec.

"Tacit Knowledge: Revisiting the epistemology of knowledge"

Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.

Pertinence pour le Québec des instruments de reconnaissance des acquis de l’expérience en France, aux États-Unis et au Royaume-Uni

Abstract: A l’image des experiences internationales dans le domaine de l’education tout au long de la vie, le modele quebecois comporte un dispositif de reconnaissance des acquis et des competences ainsi qu’un dispositif sectoriel de qualification de la main-d’œuvre, qui temoignent de l’importance des apprentissages non formels et informels. L’une des difficultes auxquelles se heurtent les specialistes de l’education tout au long de la vie se rapporte aux instruments de mesure et d’evaluation de l’experience. De fait, l’evaluation de l’experience renvoie a des instruments de mesure differents de ceux issus du milieu de l’education (epreuve, questionnaire, choix de reponses multiples, etc.). La nature informelle et parfois meme non formalisable de l’experience impose des strategies d’evaluation qui impliquent le role de l’evaluateur (compagnon, jury, temoin…) qui a, par l’experience et par la pratique, acquis une habilete en matiere d’observation et d’evaluation. Cette recherche explore les instruments de reconnaissance des acquis de l’experience et des competences. Nous nous referons a trois traditions de la qualification professionnelle : le modele francais, d’inspiration «constructiviste », adopte par la France avec la validation des acquis de l’experience (VAE); le modele etats-unien, d’inspiration « behavioriste », initie par les Etats-Unis a travers un dispositif national de qualification auto-reglemente et regule par le marche; le modele britannique, notamment celui de l’Angleterre, d’inspiration « fonctionnaliste », articule a travers le cadre de qualification NVQ. La France, ainsi que le Royaume-Uni, sont caracterises par une certaine correspondance entre les instruments d’evaluation issus de l’education et les instruments propres au milieu de travail. Cette particularite de la qualification alimente quelques debats au sein de la communaute : d’aucuns remettent en cause la pertinence de certains instruments de mesure et d’evaluation en regard de la nature informelle de l’experience et de son contexte d’action. D’ailleurs l’influence de l’Angleterre, avec son cadre national de qualification (NVQ), semble determinante. Ce modele permettrait en effet de cerner differents aspects de l’experience, a partir de sources multiples (differentes mesures et, ou, plusieurs experts ou observateurs). Cette approche est largement admise aux Etats-Unis, pour l’evaluation des habiletes de gestion dans les entreprises. Elle fait lentement sa place dans les branches professionnelles en France, sous l’appellation d’«analyse plurimodale». Cette etude propose un tour d’horizon des principaux modeles de la reconnaissance des acquis et des competences (France, Etats-Unis et Royaume-Uni). Elle etablit une typologie des instruments d’evaluation de l’experience (possibilites et limites) et procede a une analyse comparative des strategies de validation adoptees par les differents pays dans le cadre de la reconnaissance des acquis et des competences. Finalement, elle identifie les pratiques innovantes, ou emergentes.

"History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition"

Abstract: This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.

"A Gentleman's Handshake": The Role of Social Capital and Trust in Transforming Information into Usable Knowledge.

Abstract: This paper explores the role of various social ties in building trust and providing opportunities for information acquisition and knowledge exchange (IAKE). Social capital is used as a vehicle to explore the relationships between farmers and their advisors using bovine tuberculosis (bTB), a major disease facing the English cattle industry, as a case study. Much research on social capital and IAKE has been conducted within the field of rural sociology, but very little relates specifically to bTB. Exploratory findings suggest that trust provides an essential catalyst enabling passive information to be transformed into usable knowledge. Levels of ‘linking’ social capital between farmers and the government were found to be low, engendered by high levels of distrust and a lack of confidence in the information provided. In comparison, high levels of ‘bridging’ social capital between farmers and vets were found, brought about by long-term, regular and consistent contact, associated with high levels of trust and knowledge transfer. ‘Bonding’ social capital was also important in encouraging knowledge exchange among farmers, although overly close ties were shown to potentially lead to the emergence of exclusive networks and, consequently, the development of distrust. The implications for bTB policy and further research are discussed.

The Role of Tacit Knowledge in Developing Networks for Sustainable Agriculture

Abstract: Whilst objectivist epistemologies have been dominant in productivist agriculture, the local, cultural and environmental contexts of sustainable agriculture are more fully informed by constructivist epistemologies. Within constructivism, tacit knowledge - an intuitive knowledge that cannot be formalised - is explored empirically. Six types of tacit knowledge were identified as a result of working closely with a sustainable food network: the Brighton and Hove Food Partnership. Customs cohere around integrating food with other sustainable activity; developing a complex unregulated organisation requires savoir-faire. The unique character of Brighton has developed an operational folklore, and network identity is important, particularly in relation to conventional agriculture and to the city as a whole. A confidence in people's roles has helped define network development and using different discourses, communicating the network in diverse contexts, is important for understanding the network. All these tacit knowledge elements have a strong influence over the network but have to be assimilated knowledge rather than learned.

"Tacit Knowledge: Revisiting the epistemology of knowledge"

Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.

Epistemological Explanation of Lean Construction

Abstract: The Toyota production system, on which lean production is based, emerged as the unplanned result of unrelated improvements and innovations. Although the related practices and principles are...