Towards a richer conception of vocational preparation

Journal of Philosophy of Education 37 (1):1–15 (2003)
  Copy   BIBTEX

Abstract

This paper identifies the key assumptions underpinning current arrangements in vocational education and training (VET) in the UK. These assumptions, and the idea of vocational capability they denote, are rejected in favour of a more coherent conception—a conception centred not on the traditional dichotomy of ‘knowing how-knowing that’ but on what I refer to as the ‘constitutive understandings’ from which both practical and theoretical capabilities can be seen to derive. It is argued that an account of vocational capability in these terms suggests a far richer conception of vocational preparation than current arrangements are able to admit.

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 91,139

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Analytics

Added to PP
2009-01-28

Downloads
23 (#626,176)

6 months
2 (#1,015,942)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

On the Non‐discursive Nature of Competence.Gerard Lum - 2004 - Educational Philosophy and Theory 36 (5):485-496.
On the Non‐discursive Nature of Competence.Gerard Lum - 2004 - Educational Philosophy and Theory 36 (5):485–496.
At the interface of school and work.Theodore Lewis - 2005 - Journal of Philosophy of Education 39 (3):421–441.
Competence in the workplace: Rhetorical robbery and curriculum policy.John Halliday - 2004 - Educational Philosophy and Theory 36 (5):579–590.

View all 8 citations / Add more citations

References found in this work

The View From Nowhere.Thomas Nagel - 1986 - New York: Oxford University Press.
Democracy and Education.John Dewey - 1916 - Mineola, N.Y.: Dover Publications.

View all 11 references / Add more references