Towards a philosophical underpinning for Work Based Learning: The ontological perspective

Hdl Handle:
http://hdl.handle.net/10034/121209
Title:
Towards a philosophical underpinning for Work Based Learning: The ontological perspective
Authors:
Major, David
Abstract:
This paper recognises that Work Based Learning is a relatively new phenomenon in the University curriculum and takes the view that it is incumbent upon its proponents to articulate a clear philosophical and educational rationale for its existence in Higher Education. It seeks to make a case for Work Based Learning as an example of ontological-relational thought, a philosophical concept essentially concerning self-knowledge. A central argument is that Work Based Learning leads to more holistic ways of knowing and being than does the conventional University curriculum. It examines critical reflection as a distinctive feature of Work Based Learning and considers the potential of the latter as a means of facilitating meaning-making. The article concludes with comment on Vaill’s concept of learning as a way of being.
Affiliation:
University of Chester
Citation:
Unpublished conference presentation given at the 4th International Conference on Researching Work and Learning on Challenges for Integrating Work and Learning, in Sydney, Australia, 11-14 December 2005.
Publication Date:
Dec-2005
URI:
http://hdl.handle.net/10034/121209
Type:
Presentation
Language:
en
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorMajor, Daviden
dc.date.accessioned2011-02-04T12:02:48Z-
dc.date.available2011-02-04T12:02:48Z-
dc.date.issued2005-12-
dc.identifier.citationUnpublished conference presentation given at the 4th International Conference on Researching Work and Learning on Challenges for Integrating Work and Learning, in Sydney, Australia, 11-14 December 2005.en
dc.identifier.urihttp://hdl.handle.net/10034/121209-
dc.description.abstractThis paper recognises that Work Based Learning is a relatively new phenomenon in the University curriculum and takes the view that it is incumbent upon its proponents to articulate a clear philosophical and educational rationale for its existence in Higher Education. It seeks to make a case for Work Based Learning as an example of ontological-relational thought, a philosophical concept essentially concerning self-knowledge. A central argument is that Work Based Learning leads to more holistic ways of knowing and being than does the conventional University curriculum. It examines critical reflection as a distinctive feature of Work Based Learning and considers the potential of the latter as a means of facilitating meaning-making. The article concludes with comment on Vaill’s concept of learning as a way of being.en
dc.language.isoenen
dc.subjectwork based learningen
dc.subjecthigher educationen
dc.titleTowards a philosophical underpinning for Work Based Learning: The ontological perspectiveen
dc.typePresentationen
dc.contributor.departmentUniversity of Chesteren
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