Recognising phronesis, or practical wisdom, in the recognition of prior learning

This chapter considers accounts of the life experiences, personal qualities and knowledge of selected teachers in the light of various definitions of phronesis as well as opposing forms of knowledge. The chapter begins with a description of the rise of RPL in South Africa, and the particular form it took in the teacher-upgrading programme, while also providing background on education under apartheid. The author then considers the role that practical wisdom might play in future conceptualisations of RPL and in particular the recognition of the pastoral role of teachers.