I have chosen to discuss and summarize a concept from the book titled, Integrative knowing and practical wisdom, by Cahalan, K.A., Foley, E., and Mikoski, G.S (2017). The concept I would be describing is the intelligence of practice. Sequel to this, I have presented the summaries in three separate paragraphs and used numbers (1), (2) and (3) just before the start of the paragraph, to denote their level of importance;<\/p>\n
(1) represents the most important while (3) represents the least important. The following is a description of my summary;<\/p>\n
The intelligence of practice<\/strong><\/p>\n (1)<\/strong> The intelligence of practice could be understood as ones\u2019 capacity to discern truths or facts (p. 116). This capacity is developed and enriched as one is active gleans insights from multifaceted experiences acquired over the course of time (p. 116). The intelligence of practice entails two aspects. The first is how one comes to discern the truth while the last, is the specific truth which one discerns (p. 116). The intelligence of practice could be acquired through phronesis, prudence, practical reason and practical wisdom (p. 116).<\/p>\n (3)<\/strong> Cahalan et. al (2017) described several means for acquiring the intelligence of practice as follows; phronesis refers to the highest truths that are acquired from contemplating and combining multiple information sources in order to glean insights that would inform one\u2019s judgment. Prudence, on the other hand, refers to moral virtues; the highest moral virtue derived from learning from others and oneself by accessing one\u2019s memory, understanding, and reasoning. Practical reasoning entails applying narration, imagination, discernment, perception, communal wisdom and moral vision towards developing knowledge and taking actions. Lastly, practical wisdom refers to the kind of knowledge that is required in order to live well.<\/p>\n (2)<\/strong> Abstract, objective and theoretical knowledge all form the basis of higher education (p. 117). Of all these, scholars of professional education mistakenly conceive of theoretical knowledge as the highest knowledge and as such, tend to reject other kinds of knowing because they are deemed lesser (p. 117). This view is considered limiting because, in contrast, practical reasoning encompasses every aspect of higher education and also involves critical thinking (p. 117). Hence, higher education and critical thinking should be viewed as a means towards developing one\u2019s capacity to discern truths or the intelligence of practice.<\/p>\n A summary of the intelligence of practice<\/strong><\/p>\n According to Cahalan (2017), the intelligence of practice could be described as the capacity to discern truths or facts. This capacity is developed through experiences that are acquired over time. It entails how one comes to discern the truth and also the specific truth which one discerns. Intelligence could be attained from practice by applying phronesis, prudence, practical reason and practical wisdom. References<\/strong><\/p>\n Cahalan, K.A., Foley, E., and Mikoski, G.S (2017). Integrating work in theological education. Pickwick Publications.<\/p>\n","protected":false},"excerpt":{"rendered":" I have chosen to discuss and summarize a concept from the book titled, Integrative knowing and practical wisdom, by Cahalan, K.A., Foley, E., and Mikoski, G.S (2017). The concept I would be describing is the intelligence of practice. Sequel to… Continue Reading →<\/a><\/p>\n","protected":false},"author":230,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,13,10],"tags":[],"class_list":["post-36","post","type-post","status-publish","format-standard","hentry","category-ldrs500","category-learning-activiyi-2","category-unit-3"],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/posts\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/users\/230"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":1,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/posts\/36\/revisions"}],"predecessor-version":[{"id":37,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/posts\/36\/revisions\/37"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/media?parent=36"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/categories?post=36"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/lewaahmed\/wp-json\/wp\/v2\/tags?post=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nScholars of professional education typically conceive of theoretical knowledge as being the highest knowledge and as such, tend to reject others because they are deemed lesser (Cahalan, 2017, p. 117). This conception is considered limiting because theoretical knowledge actually constitutes an integral aspect of the intelligence of practice or ones \u2019capacity to discern truths or facts (Cahalan, 2017, p. 117).<\/p>\n