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  1. The Limits of Mindfulness: Emerging Issues for Education.Terry Hyland - 2016 - British Journal of Educational Studies 64 (1):97-117.
    Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such (...)
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  2.  14
    Mindfulness-Based Interventions and the Affective Domain of Education.Terry Hyland - 2014 - Educational Studies 40 (3):277-291.
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  3.  20
    On the Contemporary Applications of Mindfulness: Some Implications for Education.Terry Hyland - 2015 - Journal of Philosophy of Education 49 (2):170-186.
    Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its (...)
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  4.  26
    Mindfulness and Learning: Celebrating the Affective Dimension of Education.Terry Hyland - 2011 - Springer Verlag.
    The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in ...
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  5.  14
    Buddhist Practice and Educational Endeavour: In Search of a Secular Spirituality for State-Funded Education in England.Terry Hyland - 2013 - Ethics and Education 8 (3):241-252.
    A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in the interests of maintaining state-funded institutions characterised by rationality and autonomy rather (...)
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  6.  7
    Mindfulness, Free Will and Buddhist Practice: Can Meditation Enhance Human Agency?Terry Hyland - 2014 - Buddhist Studies Review 31 (1):125-140.
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  7.  27
    Reconsidering Competence.Terry Hyland - 1997 - Journal of Philosophy of Education 31 (3):491–503.
  8.  29
    Competence, Knowledge and Education.Terry Hyland - 1993 - Journal of Philosophy of Education 27 (1):57–68.
  9.  9
    Taking Care of Business: Vocationalism, Competence and the Enterprise Culture.Terry Hyland - 1991 - Educational Studies 17 (1):77-87.
    The impact of the enterprise culture on education has resulted in a closer identification with industrial and economic activity. This has brought about an ideological and value shift which has given primacy to the efficiency of the education system in meeting the needs of the economy, and a corresponding vocationalising of the curriculum to serve this process. Competence‐based learning, popularised through National Vocational Qualifications, has aided this process and now shows signs of filtering down from the post‐compulsory to the school (...)
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  10.  9
    Reconsidering Competence.Terry Hyland - 1997 - Journal of Philosophy of Education 31 (3):491-503.
  11.  35
    The Role of Confidence in Lifelong Learning.Marie Norman & Terry Hyland - 2003 - Educational Studies 29 (2-3):261-272.
    The key objectives and targets of the Learning and Skills Council's corporate plan concerned with increasing participation in education, enhancing workforce training, and raising the achievement of young people and adults are all dependent upon breaking down the barriers and obstacles that stand in the way of facilitating meaningful learning and progression. However, even after the well-documented 'situational' and 'institutional' barriers have been overcome, what McGivney calls the 'dispositional' obstacles--linked to learners' attitudes, perceptions and motivations--still need to be addressed by (...)
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  12.  10
    Moral Vocationalism.Terry Hyland - 1992 - Journal of Moral Education 21 (2):139-150.
    Abstract After years of neglect attempts have recently been made to introduce the important ethical aspects of educational development into schools and colleges through programmes which emphasise the values of active citizenship and the importance of ?moral competence? in contemporary society. These programmes are described and labelled as examples of ?moral vocationalism? and criticised on the grounds that they have a weak knowledge base, are founded on behaviourist learning principles and are located within an exclusively instrumentalist framework. Such schemes, consequently, (...)
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  13.  9
    Lifelong Learning and the ‘New Deal’ Vocationalism: Vocational Training Qualifications and the Small Business Sector.Terry Hyland & Harry Matlay - 1998 - British Journal of Educational Studies 46 (4):399-414.
    The success of the New Deal policies of the current Labour administration - particularly the Welfare to Work and University for Industry initiatives - will depend crucially on the cooperation of the vital small and medium-sized enterprises sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training efforts and the vocational qualifications system. Against the background of our recent research on SMEs in the West Midlands (...)
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  14.  26
    Theory, Practice and Performance in Teaching: Professionalism, Intuition, and Jazz.Michael Humphreys & Terry Hyland - 2002 - Educational Studies 28 (1):5-15.
    Accounts of the so-called 'crisis in professionalism' in teaching and teacher education in recent years have turned on the epistemological undermining of professional knowledge and the problems surrounding the synthesis of theory and practice which underpins teacher performance. It is argued that the concentration on performance in teaching and professional development is to be welcomed, provided that 'performance' is not defined in purely technicist or instrumental terms. In response to the trend towards evidence-informed policy and practice and mechanistic outcome-based educational (...)
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  15.  8
    Professional Development and Competence‐Based Education.Terry Hyland - 1993 - Educational Studies 19 (1):123-132.
    The rapid expansion of competence‐based education through the work of the National Council for Vocational Qualifications has now, thanks to generous public funding and official endorsement by the Department for Education, penetrated the theory and practice of professional studies in teacher education at both school and post‐school levels. The NCVQ model of CBE is criticised and alternatives described. The current NCVQ approach is neither the only nor necessarily the most appropriate model of occupational development on offer. Models of professionalism based (...)
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  16.  3
    Vocational Education and Training.Paul Hager & Terry Hyland - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 271--287.
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  17.  9
    Exporting Failure: The Strange Case of NVQs and Overseas Markets.Terry Hyland - 1998 - Educational Studies 24 (3):369-380.
    Summary At a time when Britain's vocational education and training (VET) system and vocational qualifications are undergoing a major review and restructuring in response to critical reports about the model established under the former National Council for Vocational Qualifications, the British Council and associated agencies is currently trying to market National Vocational Qualifications (NVQs) overseas. The chief weaknesses and failings of NVQs and the competence?based education and training (CBET) system on which they are based are outlined in terms of assessment (...)
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  18.  10
    Tilting at Windmills: The Problems of Challenging the National Council for Vocational Qualifications.Terry Hyland - 1994 - Educational Studies 20 (2):251-265.
    The recent Smithers critique of the role of the National Council for Vocational Qualifications has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14‐19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications (...)
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  19.  17
    Morality, Work and Employment: Towards a Values Dimension in Vocational Education and Training.Terry Hyland - 1995 - Journal of Moral Education 24 (4):445-456.
    Abstract The marginalisation and neglect of values education at school level in England as a result of the pressures of the National Curriculum has been paralleled in post?16 education by the spread of the competence?based education and training (CBET) strategy which underpins the increasingly influential work of the National Council for Vocational Qualifications (NCVQ). This approach to vocational education and training (VET), if it allows for attention to values at all, results in a technical?instrumental approach in which morality is interpreted (...)
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  20.  7
    Morality, Work and Competence.Terry Hyland - 1997 - In David Bridges (ed.), Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World. Routledge. pp. 2--99.
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  21.  4
    Professionalism, Ethics and Work‐Based Learning.Terry Hyland - 1996 - British Journal of Educational Studies 44 (2):168-180.
    Recent policy developments within the public service sector have led to widespread de-professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence-based education and training strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes (...)
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  22.  16
    Vocational Education and Training and the Therapeutic Turn.Terry Hyland - 2006 - Educational Studies 32 (3):299-306.
    The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to (...)
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  23.  12
    Small Firms and the University for Industry: An Appraisal.Harry Matlay & Terry Hyland - 1999 - Educational Studies 25 (3):253-267.
    The University for Industry is set to become the chief vehicle and change mechanism for the government's new policies for vocational education and training and lifelong learning. A principal target and priority for the UfI will be the small and medium-sized enterprise sector, which has traditionally had a poor record of investment in education and training. We examine the chances of success for the UfI in this important sector of VET activity against the background of our recent national survey of (...)
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  24.  15
    Mindfulness and the Myth of Mental Illness: Implications for Theory and Practice.Terry Hyland - 2012 - Contemporary Buddhism 13 (2):177-192.
    Over the past 60 years Thomas Szasz (1960, 1961[1974], 2008) has forcefully argued that mental illnesses are mythical since all medical diseases are located in the body and, thus, have somatic causes. This has been accompanied by a scathing and coruscating critique of the whole mental health profession?particularly, those psychologists, psychiatrists and psychotherapists who collude in and exploit the alleged mythology of counterfeit mental disorders and often (unwittingly or deliberately) justify coercion, oppression and pharmacological manipulation of so-called ?mental patients? in (...)
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  25.  13
    Professionalism, Ethics and Work‐Based Learning.Terry Hyland - 1996 - British Journal of Educational Studies 44 (2):168 - 180.
    Recent policy developments within the public service sector have led to widespread de-professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence-based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and (...)
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  26.  13
    Morality and Further Education: Towards a Critical Values Foundation for the Post‐Compulsory Sector in Britain.Terry Hyland - 1998 - Journal of Moral Education 27 (3):333-344.
    The Further Education (FE) sector has, arguably, witnessed more change and development over the last decade or so than any other sector of education in Britain. In addition to a massive expansion of post?16 student numbers, the new corporate FE colleges have had to deal with sea changes in government policy in recent years. Traditionally concerned with ?second chance? and vocational education and training (VET), the colleges are now set to play a central role in the ?New Deal? for post?compulsory (...)
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  27.  5
    Values and Health Education: A Critique of Individualism.Terry Hyland - 1988 - Educational Studies 14 (1):23-31.
  28.  12
    Changing Conceptions of Lifelong Learning.Terry Hyland - 1999 - Journal of Philosophy of Education 33 (2):309–315.
  29.  4
    Unpacking the New Deal for Young People: Promise and Problems.Terry Hyland & Denise Musson - 2001 - Educational Studies 27 (1):55-67.
    After two years of operation on a national scale, the New Deal Welfare to Work programme for young people aged 18-24 , a flagship scheme and key element in New Labour's general lifelong learning policy for post-compulsory education and training, has been extensively evaluated both by official government and independent researchers. This research is analysed within the framework of policy analyses of the key aims of the New Deal and associated lifelong learning objectives and the main findings are examined against (...)
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  30.  2
    Changing Conceptions of Lifelong Learning.Terry Hyland - 1999 - Journal of Philosophy of Education 33 (2):309-315.