AbstractOur life-experiences and our background form the way we act and the activities we are involved in. The overall purpose in this thesis has been to study what habits are to be found in different activities related to the outdoors and how these habits have been developed. Hopefully this work can contribute to a better understanding of the meaning of habits in our lives and thereby play a part in a further differentiated talk about habits and knowledge in society. The background and my theoretical approach has been three views of habits:In practice these patterns of habits are not separable so this approach should be seen as a way of making the development of habits clearer. Another purpose is to study how the following concepts can be related to habits: Reflection, master-apprentice, epistéme, techne, phronesis, interest and tacit knowledge. These habits and concepts constitute a background against which the results will be analyzed. The result originates from seven interviews with very experienced professionals. From the results of these interviews I have created short stories. This is a narrative method, a qualitative attempt that is built on life histories. In this case intention is to formulate an idea of how the way to different habits and knowledge are formed.The stories, i.e. the result, illustrates that all respondents, in one way or another, are affected by the social habit. The culture and the traditions that exist where you were born and where you live will influence habits, the way people think and what values they have creates circumstances for further development. The habit of action is also clearly described in the stories where experiences are an essential part of creating habits. To this habit of action, reflection must be added, a reflection related to the experienced actions. These reflections can help to develop and refine so new actions and challenges can be made. The stories also demonstrate that the relation master-apprentice develops habits. The apprentice learns from the master but the master also has the opportunity to learn by reflecting over why he or she acts in the way he or she does. The habit of knowledge by epistéme, techne and phronesis is also shown in the results. The dominating knowledge-form in these stories is techne, which can be described as know how. Phronesis, practical wisdom, can also be seen in some stories. The concept of phronesis is a question of doing the right thing at the right time considering3the unique situation thus the concept of phronesis involves an ethic dimension. Within the frames of phronesis signs of tacit knowledge can be seen, where the stories describe a kind of intuitive action. The result also indicates that interest is a major factor for creating habits and therefore interest is important for the development of knowledge.Finally I hope that this thesis can contribute to a deeper knowledge about habits and different kind of knowledge. My work can hopefully lead to a discussion or contribute to differentiation in the discussion about knowledge that is presented in today’s society. This is especially important to discuss in the university world where more and new knowledge is the foundation for development.Word for seeking: Habits, epistemology, forms of knowledge, reflection, master-apprentice, episteme, techne, phronesis, interest, and tacit knowledge.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-12410 |
| Date | January 2007 |
| Creators | Svenning, Stephan |
| Publisher | Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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