Open Journal of Social Sciences

Volume 5, Issue 9 (September 2017)

ISSN Print: 2327-5952   ISSN Online: 2327-5960

Google-based Impact Factor: 0.85  Citations  

Craft Working and the “Hard Problem” of Vocational Education and Training

HTML  XML Download Download as PDF (Size: 347KB)  PP. 304-325  
DOI: 10.4236/jss.2017.59021    701 Downloads   1,487 Views   Citations
Author(s)

ABSTRACT

Analogies are drawn between the “hard problem” of philosophy of mind consisting in the attempts to reconcile mental and physical phenomena and the similarly long-standing intractability of a core problem in vocational education and training (VET) concerning the vocational/academic divide and the inferior status of vocational studies in systems of education. Previous reconciliation strategies in relation to upgrading vocationalism have included recommendations for VET curriculum and assessment reform, changes in the nature and organisation of apprenticeships, new forms of partnerships between employers and trainers, and suggestions for alternative philosophical perspectives on the nature of work, training and education. Staying mainly within this latter philosophical domain, it is suggested here that recent works on conceptions of craft and craftworking—particularly the links between intellectual, ethical and manual activity—offer valuable insights, which can inform the perennial debate on these issues. Reflections on the central problems in consciousness studies may also help to illuminate the reimagining of the traditional dualisms of theory and practice, thinking and doing, the intellectual and the practical which are at the heart of the vocational/academic divide.

Cite this paper

Hyland, T. (2017) Craft Working and the “Hard Problem” of Vocational Education and Training. Open Journal of Social Sciences, 5, 304-325. doi: 10.4236/jss.2017.59021.

Cited by

[1] In Practice: The Importance of Practitioner Research in Vocational Education
2020
[2] Haptic criticality: can risk be deflected through development of critical thinking with adult learners?
2019
[3] A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF
2019
[4] “When I work in flow, I become the music”: what is the student experience of a process-based curriculum guided by real-world projects and flow psychology?
2019
[5] Top-Down and Outside-In: Breaking Boundaries between Research, Theory and Practice in Education
2019
[6] Perspectives of young people enrolled in apprenticeship courses in Portugal about learning in work contexts
2018
[7] Embodied learning in vocational education and training
Journal of Vocational Education & Training, 2018
[8] Perce??es sobre a forma??o em contexto de trabalho dos Cursos de Aprendizagem em Portugal: o que dizem formandos/as, tutores/as, e dirigentes de centros de forma??o profissional
Conference: A FORMACIóN PROFESIONAL DUAL: dúos ou duetos. XIX CONGRESO INTERNACIONAL DE GALICIA E NORTE DE PORTUGAL DE FORMACIóN PARA O TRABALLO, 2017

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.