22 found
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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. Mindfulness and the Therapeutic Function of Education.Terry Hyland - 2009 - Journal of Philosophy of Education 43 (1):119-131.
    Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering (...)
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  3.  35
    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.  3
    Mindfulness and learning: celebrating the affective dimension of education.Terry Hyland - 2011 - Dordrecht: 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.  6
    Competence, knowledge and education.Terry Hyland - 1993 - Journal of Philosophy of Education 27 (1):57–68.
    Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of ‘knowledge’ and ‘understanding’, and so should be challenged (...)
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  6.  6
    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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  7.  1
    Reconsidering competence.Terry Hyland - 1997 - Journal of Philosophy of Education 31 (3):491–503.
    Attempts by David Bridges and others to justify certain models of competence-based education and training (CBET) are criticised on the grounds that they do not challenge the behaviouristic nature of the functional analysis system which underpins CBET. Competence strategies serve to de-skill and de-professionalise teaching and other public-service occupations by their technicist and reductionist approach to human values and knowledge. Educators committed to liberal values should eschew competence strategies in favour of learning theories inspired by the experiential tradition.
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  8.  30
    Mindfulness, Free Will and Buddhist Practice: Can Meditation Enhance Human Agency?Terry Hyland - 2014 - Buddhist Studies Review 31 (1):125-140.
    Recent philosophical and neuroscientific writings on the problem of free will have tended to consolidate the deterministic accounts with the upshot that free will is deemed to be illusory and contrary to the scientific facts. Buddhist commentaries on these issues have been concerned in the main with whether karma and dependent origination implies a causal determinism which constrains free human agency or — in more nuanced interpretations allied with Buddhist meditation — whether mindfulness practice allows for the development of at (...)
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  9.  18
    Reconsidering Competence.Terry Hyland - 1997 - Journal of Philosophy of Education 31 (3):491-503.
    Attempts by David Bridges and others to justify certain models of competence-based education and training (CBET) are criticised on the grounds that they do not challenge the behaviouristic nature of the functional analysis system which underpins CBET. Competence strategies serve to de-skill and de-professionalise teaching and other public-service occupations by their technicist and reductionist approach to human values and knowledge. Educators committed to liberal values should eschew competence strategies in favour of learning theories inspired by the experiential tradition.
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  10.  4
    The Changing Face of Further Education: Lifelong Learning, Inclusion and Community Values in Further Education.Terry Hyland & Barbara Merrill - 2003 - Routledge.
    What are the values and policies which are driving the development of Further Education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, (...)
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  11.  11
    The Divided Brain, Metaphysical Idealism, and Buddhist Mindfulness Practice.Terry Hyland - 2022 - Contemporary Buddhism 23 (1-2):67-83.
    ABSTRACT The exponential expansion of mindfulness-based applications in education, psychology and psychotherapy, workplace training and mind/body well-being in general over the last few decades has been accompanied by wide-ranging claims about the impact of mindfulness on the brain. Arguments in this sphere have been supported by data taken from neuroscience reporting changes in the brain structure and function of participants following mindfulness-based courses and personal meditation practice. The principal aim of this article is to inspect some of these claims and (...)
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  12.  16
    Vocational Education and Training.Paul Hager & Terry Hyland - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 271–287.
    This chapter contains sections titled: Introduction Vocational‐Academic Distinctions Criticisms of the Vocational Education/General Education Dichotomy The Front‐end Model and its Increasing Problems Vocational Education and Training: Developments and Strategies Conclusion: Enhancing Vocational Studies.
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  13.  20
    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.  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 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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  15.  12
    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.  5
    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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  17.  3
    Changing conceptions of lifelong learning.Terry Hyland - 1999 - Journal of Philosophy of Education 33 (2):309–315.
    Book reviewed in this article:K. H. Lawson, Philosophical Issues in the Education of Adults.
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  18.  10
    Changing Conceptions of Lifelong Learning.Terry Hyland - 1999 - Journal of Philosophy of Education 33 (2):309-315.
    Book reviewed in this article:K. H. Lawson, Philosophical Issues in the Education of Adults.
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  19. Consciousness, physicalism and vocational education.Terry Hyland - 2019 - In Tom Feldges (ed.), Philosophy and the study of education: new perspectives on a complex relationship. New York, NY: Routledge.
     
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  20.  7
    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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  21.  4
    Meeting the challenges of existential threats through educational innovation: a proposal for an expanded curriculum.Terry Hyland - 2022 - British Journal of Educational Studies 70 (6):793-796.
    Given the range of threats currently facing humankind – pandemics resulting from zoonotic infections, catastrophic climate change, and populist post-truth political hate-mongering – this collection...
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  22.  10
    Morality, Work and Competence.Terry Hyland - 1997 - In David Bridges (ed.), Education, autonomy, and democratic citizenship: philosophy in a changing world. New York: Routledge. pp. 2--99.
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