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dc.contributor.convenorMike Osborne, Jim Gallacher, Richard Edwards
dc.contributor.authorWheelahan, Leesa
dc.contributor.editorJoanne Caldwell ...et al.
dc.date.accessioned2017-05-03T14:59:27Z
dc.date.available2017-05-03T14:59:27Z
dc.date.issued2005
dc.date.modified2008-08-06T01:40:48Z
dc.identifier.refurihttp://crll.gcal.ac.uk/
dc.identifier.urihttp://hdl.handle.net/10072/2514
dc.description.abstractIn a recent paper, Ronald Barnett (2004) called for an 'ontological turn' in curriculum and pedagogy away from a focus on knowledge and skills to a 'pedagogy for human being', which seeks to develop the human qualities and dispositions needed to thrive in an uncertain future. He counter-poses his approach with the 'generic skills' approach, arguing that the latter is a cul-de-sac, because it is premised on certain and knowable skills to navigate an uncertain world. While agreeing with him that generic skills are a dead-end, this paper argues that a 'pedagogy for human being' must be contextualised by a vocation, which means that knowledge and skills are important because they help to develop the human qualities and dispositions sought by Barnett. Unless the notion of vocation is used to ground Barnett's 'ontological turn' in the curriculum, the danger is that the attributes and dispositions he seeks will result in disconnected and fragmented identities, which find expression in market oriented capacities and patterns of consumption (Bernstein, 2000), rather than an intrinsic sense of inner calling, or (as sought by Barnett) an authentic self. I use critical realism to critique Barnett's analysis, draw on Bernstein (2000) to argue against decontextualised notions of 'trainability', offer Dewey's (1966 (1916)) notion of a vocation as an alternative, and Young (2003) to argue for an alternative model of qualifications and curriculum.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent45498 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCentre for Research in Lifelong Learning
dc.publisher.placeScotland
dc.publisher.urihttp://crll.gcal.ac.uk/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameWhat a Difference a Pedagogy Makes: Researching Lifelong Learning and TeachingWhat a Difference a Pe
dc.relation.ispartofconferencetitleWhat a Difference a Pedagogy Makes: Researching Lifelong Learning and Teaching
dc.relation.ispartofdatefrom2005-06-24
dc.relation.ispartofdateto2005-06-26
dc.relation.ispartoflocationUniversity of Stirling
dc.rights.retentionY
dc.subject.fieldofresearchcode330103
dc.titleWhat Kind of Curriculum, Pedagogy & Qualifications Do We Need for an Uncertain Future?
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2005. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.
gro.date.issued2005
gro.hasfulltextFull Text
gro.griffith.authorWheelahan, Leesa M.


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