The concept of 'apprenticeship' requires analysis in terms of its end state: Mastery. Apprenticeship viewed as a 'new learning paradigm' demands that the concept of the fully developed apprentice-one who has become a 'master'-be clarified. The apprentice-master couplet is not of the polar variety, as in the examples given by Hamlyn (1971: 16-19), such as knowledge belief and thick-thin. Polar concepts can only be understood relative to each other (ibid). They suggest a continuum, where one implies the existence of the other, in the way that 'hot ' implies 'cold'. é Patrick Ainley, Helen Rainbird and named contributors, 1999.
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