• A more holistic form of higher education: The real potential of Work Based Learning

      Major, David; Chester College of Higher Education (Open University Press, 2002-12)
      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.
    • Learning through work-based learning

      Major, David; University of Chester (Routledge, 2005-03-17)
      This book chapter discusses the understanding that work-based learners have of the learning process, commenting on empirical research findings from Alverno College (US) and University College Chester (UK)
    • Shaping the tools: Study skills in theology

      Ackroyd, Ruth; Major, David; Chester College of Higher Education (Darton, Longman & Todd, 1999-09-01)
      This book discusses how to develop effective reading, effective writing, assessment, and critical skills to assist with theological study.
    • The place and status of knowledge in Work Based Learning

      Major, David; Chester College of Higher Education (2002-11)
      This paper seeks to examine some of the epistemological issues which relate to the debate concerning the justification of Work Based Learning in the HE curriculum. It will take account of post-modern perspectives on the theory of knowledge and of the so-called knowledge revolution and the impact these have had on the University. The perceived divide between academic and vocational knowledge, universal and local knowledge, and Mode 1 and Mode 2 knowledge will be discussed, and it will be argued that such ways of thinking are inappropriate and a hindrance in any attempt to arrive at a satisfactory way of understanding the place and status of knowledge in Work Based Learning. It will be argued that Work Based Learning is involved as much in knowledge creation as it is with the application of knowledge and, therefore, that more holistic ways of perceiving knowledge are required. The paper will continue to argue that a more helpful way of thinking of knowledge (especially when arguing the case for WBL in HE) is in terms of its level rather than its type, and it will conclude by commenting on Barnett’s concept of the practising epistemologist, and suggesting that this befits the profile of both the WBL facilitator and learner, before pointing to Raelin’s contention that Work Based Learning needs a new epistemology of practice.
    • Towards a philosophical underpinning for Work Based Learning: The ontological perspective

      Major, David; University of Chester (2005-12)
      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.