خلاصة:
This research aims to find out the relationship between knowledge and skill and role of knowledge in learning the skills. The findings of this research indicate that there is a knowledge gap in the process of skill learning and practical training. Although according to historical evidences the two are independent from each other، a more precise definition of the concepts would acknowledge a tie between knowledge and skill. The basis of this connection is their rational root which was explained in Aristotle’s philosophy. In his philosophy، theoretical reason deals with general issues and becomes a basis for particular knowledge or practical reason، leading it towards practice. This general knowledge، as a basis، plays the role of a ground or context for skill learning and includes philosophy of technology، man’s approach to the nature، his interaction with it and man’s relation with production. According to Heidegger، this philosophy in modern age is based on destruction of nature and instrumental approach to technology. Practical knowledge (technique and art) in Greece was harmony and realization of capabilities of things; but Heidegger considers it a kind of exploration of the truth and presentation of production. The consequence of aggressive essence of technology against the nature is destruction of environment and harming the production.
ملخص الجهاز:
This universal knowledge, as a foundation, plays the role of the platform and context for skill acquisition and includes the philosophy of technology, the type of human outlook on nature and how to interact with it, and the relationship of humans with production.
Keywords: Knowledge, skill acquisition, theoretical reason, practical reason, philosophy of technology The Position of Knowledge in Skill Acquisition Shahin Irani Assistant Professor, Faculty of Psychology and Educational Sciences, University of Tehran Siravani@ut.
(Chateau, 1355: 242) Humboldt believed that there should be no gap between useful research and pure research because, in principle, "theory without any practical outlook and action without any theoretical inquiry can be considered a threat to the university system" and also that "the education of humanity in man cannot be reduced to the level of acquiring a few scattered skills 2".
Because on one hand, the imported and traditional nature of the educational system [as well as the technical and vocational training system] has caused theoretical and philosophical issues to be less attended to in principle (Zibakalam, 1378), and therefore, the direction of vocational training, the share of theoretical and practical knowledge in it, and also the connection between general and vocational education have never been subject to sufficient investigation and scrutiny.
Bergersen & Guastafsson Finding the answer to these two questions requires awareness of the criteria for distinguishing knowledge from skill and its basis on one hand, and the relationship of skill training with the human way of looking at nature, objects (raw material), and skill on the other hand.
(
, 
, 
)
