Hva kan praksisnær undervisning være?

The concept of practice-oriented learning is not used very consistently in contemporary literature. There are numerous and non-uniform descriptions of what it is. This contribution revolves around what it can be. The literature describes this mainly as an attempt to marry theory and practice and create a more comprehensive understanding. Integration is a frequently used word and often it is the vocational practice that is meant by practice. Nor does Norwegian parliamentary report no. 16 from 2016/17 give anything but a relatively superficial glance of the fact that active students learn the most and best when they experience proximity to people’s reality and when its scenarios are naturally integrated into the teaching. I suggest that we question our applied concepts and grasp the experience, and see it in the light of implicit and explicit knowledge, tacit or articulated knowledge, internalism and externalism, and participant and spectator – well-known concepts in epistemology. I look at what the student «does and undergoes» in her/his learning process as a tool for realizing the knowledge on the inside and searching outside it with the goal of placing it within the whole. The exchange between inside and outside is important for understanding the practice as a phenomenon – from thinking about it, to thinking and acting with it.