Towards a philosophical underpinning for Work Based Learning: The ontological perspective
| dc.contributor.author | Major, David | * |
| dc.date.accessioned | 2011-02-04T12:02:48Z | |
| dc.date.available | 2011-02-04T12:02:48Z | |
| dc.date.issued | 2005-12 | |
| dc.identifier.citation | Unpublished conference presentation given at the 4th International Conference on Researching Work and Learning on Challenges for Integrating Work and Learning, in Sydney,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. | |
| dc.identifier.uri | http://hdl.handle.net/10034/121209 | |
| dc.description.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. | |
| dc.language.iso | en | en |
| dc.subject | work based learning | |
| dc.subject | higher education | |
| dc.title | Towards a philosophical underpinning for Work Based Learning: The ontological perspective | |
| dc.type | Conference Contribution | |
| dc.contributor.department | University of Chester | en |
| html.description.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. |
