Interacting Logics of Learning and Knowledge in Eldery Care

Abstract

This article explores the interaction between understandings of learning, knowledge, and problems in elderly care. The study is based on five focus group interviews with care work trainees, internship supervisors, and care workers in Danish nursing homes. Combining Ellström’s understanding of learning logics and Dewey’s understanding of knowledge forms, the study finds that reproductive learning and theory-based knowledge are privileged over developmental learning and experience-based knowledge. As the analysis shows that some tasks in care work require complex problem solving, the article discusses the problematic nature of this imbalance. We argue for more attention to be paid to the developmental learning environment, with the inclusion and qualification of experience-based knowledge. The article proposes a model for analyzing links between learning, knowledge, and problem understandings, and discusses the implications for understanding quality in elderly care.

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