A More Holistic Form of Higher Education: the Real Potential of Work-based Learning
This article takes, as its starting-point, the concept of ‘critical being’ developed by Barnett in ‘Higher Education: A Critical Business’ (1997). It then examines the potential of Barnett's position for a philosophy of work-based learning in a higher education
context, arguing that work-based learning, appropriately conceived, combines the three key features of Barnett's critical being, namely critical reasoning, critical self-reflection and critical action. The article goes on to consider the place of both the ontological and the epistemological
dimensions to work-based learning, in an attempt to make a case for work-based learning as a more holistic way of being and knowing than conventional university education provides for.
Document Type: Research Article
Publication date: 01 December 2002
- The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
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