Liberalizing Career Education: An Aristotelean Approach to Occupational Study.

Autor/in	Hyslop-Margison, Emery J.
Titel	Liberalizing Career Education: An Aristotelean Approach to Occupational Study.
Quelle	(2001), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Career Education; Cultural Influences; Educational Change; Employment Potential; General Education; Integrated Curriculum; Interdisciplinary Approach; Job Skills; Labor Relations; Liberalism; Lifelong Learning; Relevance (Education); School Business Relationship; Secondary Education; Social Environment; Social Structure; Unions; Vocational Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Cultural influence; Kultureinfluss; Bildungsreform; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Allgemein bildendes Schulwesen; Allgemeinbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Produktive Fertigkeit; Arbeitsbeziehung; Liberalismus; Life-long learning; Lebenslanges Lernen; Relevance; Relevanz; Sekundarbereich; Soziales Umfeld; Sozialstruktur; Ausbildung; Berufsbildung
Abstract	A proposed expanded conception of liberal education embraces occupational study by adopting Aristotle's idea of intellectual virtue. Liberal study in Aristotelean thought recognizes the significance of both theoretical and work-related knowledge. Contemporary career preparedness programs undermine the cognitive component of intellectual virtue, erode liberal educational ideals, and threaten student agency in these five ways: (1) most omit potentially important areas of relevant content on labor union history or organizing human rights, cultural and environmental impact, and other criticisms of present global economic practices; (2) most portray existing social, economic, and labor market conditions in an ahistorical context and lack any implication that students have a legitimate democratic right to critique material circumstances affecting their lives and transform the conditions; (3) objectives consistent with developing attitudinal changes among students are improperly classified as generic employability skills to avoid providing sound ethical arguments for their curricular inclusion; (4) scope of critical thinking, problem-solving, and other cognitive competencies is limited to identifying the best means to arrive at presupposed ends; and (5) lifelong learning merely encourages students to take personal responsibility for occupational retraining in the face of unstable labor market conditions. Concrete proposals are suggested to reform career education programs to address these concerns. (Contains 32 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC