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Moral Vocationalism

Journal of Moral Education 21 (2):139-150 (1992)

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  1. Values and Further Education.John Halliday - 1996 - British Journal of Educational Studies 44 (1):66-81.
    This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...)
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  • 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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  • 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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  • Are Values Under‐Valued? A Reply to Christopher Ormell.Roger Straughan - 1993 - Journal of Moral Education 22 (1):47-50.
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  • Values and Further Education.John Halliday - 1996 - British Journal of Educational Studies 44 (1):66-81.
    This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...)
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