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Extra info for Airplane Commander Training Manual - B-32 (Dominator) bomber [AAF Manual 51-126-7]
This gulf between intents and outcomes is further articulated by Lather as a consequence of the ‘enactment of power relations, with research practices more as inscriptions of legitimation than procedures that help us get closer to some “truth” that is captured by language’ (Lather 1991: 14). The implication of this for practice is that research needs continually to demystify the reality of its own practice, or, as Edwards and Usher (1993) suggest – texts are always open to challenge. Postmodern concerns about ‘orthodox’ theorisations of experiential learning highlight the importance of the views one holds on ‘objectivity’ 36 Theorising informal learning and ‘subjectivity’, and about authorities’ claiming power to define ‘truth’.
What is lost finally is not only the individual to the ‘fetishism of objects’, but also the moral passions, religion, solidarity . . and a spiritual culture, lifegiving tendencies, and symbolic structures . . to a rationalism that has become excessively abstract, but in itself does not produce anything more than primitive forms of fantasy, magic, regression and negation of history. (Mongardini 1990: 53) Mongardini argues that postmodernism generates a crisis of identity which passes from the level of the individual to the entire culture.
Berryman 1993: 353) The power of Braverman’s argument, suggests Berryman, lies in its theoretical underpinning. In conjunction with Watkins’s argument that Taylorism is still prevalent, the de-skilling thesis remains pertinent despite data on the persistence and growth of high-skilled production jobs.