ABSTRACT
This chapter discusses the five orientations of practical knowledge in turn, beginning with the theoretical orientation because it is seen as conditioning the others, and moving on to the situational, personal, social and finally the experiential orientation. It shows how the way Sarah develops and uses her knowledge of reading and learning skills, of instruction and of the school milieu enables her to give expression to the values of interpersonal contact and responsibility. The chapter considers the ways that Sarah's holding and use of practical knowledge give form to her experience. The orientation of knowledge to experience can best be seen by considering general patterns rather than detail. The notion of tension of consciousness refers to the level of attentiveness which the individual brings to his experience, as reflected in the range and number of different considerations which are held in attention in the course of a given activity.
