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Journal of Philosophy of Education 37 (1):199-201 (2003)
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Abstract

It is remarkable just how often philosophy of education assumes the school or, occasionally, the university as its context. There is very little philosophical work on vocational training or workplace learning; perhaps this is the legacy of an older generation of theorists who assumed that training was somehow inferior to education, and thus automatically beneath notice. Life, Work and Learning: practice in postmodernity, by David Beckett and Paul Hager (Routledge, 2002), is therefore to be welcomed as one of the few texts now offering philosophical discussion of this important area. Beckett and Hager describe themselves as ‘strategic postmodernists’, by which they mean that they do not want to jettison the insights into workplace learning offered by modernist writers, while at the same time they believe modernism itself needs to be held up for scrutiny.

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Richard Smith
Colorado State University

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