A more holistic form of higher education: The real potential of Work Based Learning
| dc.contributor.author | Major, David | * |
| dc.date.accessioned | 2011-02-04T13:49:43Z | |
| dc.date.available | 2011-02-04T13:49:43Z | |
| dc.date.issued | 2002-12 | |
| dc.identifier.citation | Widening Participation and Lifelong Learning, 2002, 4(3), pp. 26-34. | |
| dc.identifier.issn | 1466-6529 | |
| dc.identifier.uri | http://hdl.handle.net/10034/121266 | |
| dc.description | This is the author's pre-print of an article that appeared in Widening Participation and Lifelong Learning. Its reproduction is with the kind permission of Open University Press. | |
| dc.description.abstract | This article takes, as its starting-point, the concept of ‘ critical being’ developed by Barnett in Higher Education : A Critical Business (1997). It then examines the potential of Barnett’s position for a philosophy of Work Based Learning in a higher education context, arguing that Work Based Learning, appropriately conceived, combines the three key features of Barnett’s critical being, namely critical reasoning, critical self-reflection and critical action. The article goes on to consider the place of both the ontological and the epistemological dimensions to Work Based Learning, in an attempt to make a case for Work Based Learning as a more holistic way of being and knowing than conventional University education provides for. | |
| dc.language.iso | en | en |
| dc.publisher | Open University Press | |
| dc.relation.url | http://wpll-journal.metapress.com/home/main.mpx | |
| dc.subject | work based learning | |
| dc.subject | university education | |
| dc.title | A more holistic form of higher education: The real potential of Work Based Learning | |
| dc.type | Article | |
| dc.contributor.department | Chester College of Higher Education | en |
| dc.identifier.journal | Widening Participation and Lifelong Learning | en |
| html.description.abstract | This article takes, as its starting-point, the concept of ‘ critical being’ developed by Barnett in Higher Education : A Critical Business (1997). It then examines the potential of Barnett’s position for a philosophy of Work Based Learning in a higher education context, arguing that Work Based Learning, appropriately conceived, combines the three key features of Barnett’s critical being, namely critical reasoning, critical self-reflection and critical action. The article goes on to consider the place of both the ontological and the epistemological dimensions to Work Based Learning, in an attempt to make a case for Work Based Learning as a more holistic way of being and knowing than conventional University education provides for. |
