Towards a philosophical underpinning for Work Based Learning: The ontological perspective
Contributor(s)University of Chester
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AbstractThis paper recognises that Work Based Learning is a relatively new phenomenon in the University curriculum and takes the view that it is incumbent upon its proponents to articulate a clear philosophical and educational rationale for its existence in Higher Education. It seeks to make a case for Work Based Learning as an example of ontological-relational thought, a philosophical concept essentially concerning self-knowledge. A central argument is that Work Based Learning leads to more holistic ways of knowing and being than does the conventional University curriculum. It examines critical reflection as a distinctive feature of Work Based Learning and considers the potential of the latter as a means of facilitating meaning-making. The article concludes with comment on Vaill’s concept of learning as a way of being.
Unpublished conference presentation given at the 4th International Conference on Researching Work and Learning on Challenges for Integrating Work and Learning, in Sydney, Australia, 11-14 December 2005.