Learning In Transition

Chapter one Introduction

1.1 Introduction

This chapter would firstly analyse the research transition in work and learn-ing and the social transition in China. Work and learning in transition is both from the outer changes (social changes), but also the changes in the approaches of how to understand work and learning contemporaneously. Secondly, the gender perspective would bring in, that how gender issue be-comes a topic concerning Chinese modernity. Thirdly, the research ques-tion would be narrowed down, and certain key conceptions would be de-fined. Fourthly, the whole structure of this thesis would be introduced briefly.

1.2 work and learning in transition

Researching on work and learning is in a transition nowadays, which is a turning

Generally, the meaning of the learning have not played a significant role in conventional theo-ries(Nielsen, 2008), as well as the meaning of working. Nielsen (Nielsen, 2008) also points out this phenomenon is based on the two different schools: an empiristic and a rationalistic, which neither of them conceptual-ize social practice or the issue of individual learning. Normally, the empiris-tic position is the principal epistemological approach that insist all knowledge of reality is based on sensory experiences; while rationalism mainly argues that individual obtains knowledge from the usage of reason-ing solely. As in concrete theories, the emperistic position mainly presents in the behavioral tradtions, and the rationalistic position is formulating as an information processing theory of human

Firstly, these workplace learn-ing is controllable. As we previously mentioned the different concrete forms of workplace learning, e.g. coaching, mentoring, teamwork, etc., all these concrete activities turn workplace learning into a controllable and measurable condition, which also calls for certain predicting. Secondly, re-ferring to the meaning of learning at workplace, it also directs to the mean-ing of work, or meaningful work. The question would emerge immediately, which how we define the (meaningful) work, especially in this global and neo-liberal society, the forms of employment is changing, for example, for the economic reason and revenue maximization, more and more employ-ees hold the project or program based contact instead of the open-ended contract, even more and more out-sourcing jobs instead of the stable working positions. In this context, the meaning of the work is also in a transition. Thirdly, participation is considered as the first and foremost im-portant approach in conducting workplace learning, which learners (work-ers) would embody into the practice context. Fourthly, the role of technol-ogy becomes mediation, not only the tools that is functionalized by learners