Paul Hager - Profile on Academia.edu (original) (raw)

Papers by Paul Hager

International Approaches, Developments and Systems, 2007

This chapter begins with a consideration of the origins of vocational learning, showing that for ... more This chapter begins with a consideration of the origins of vocational learning, showing that for most of its history it was an on-the-job activity. With the rise of compulsory formal education systems late in the nineteenth century, vocational learning was gradually absorbed into formal arrangements, in the process being reconceptualised around influential assumptions that have shaped formal education systems and wider public understandings of learning. It is argued that the result has been that recent growing interest in on-the-job learning has been warped by unconscious adherence to inappropriate formal education assumptions. The deficiencies of the recent competencies agenda and its implementation is traced to these kinds of assumptions. Hence, this chapter concludes, we need a new account of vocational learning. Some recommended features of such an account are sketched briefly.

The Distinctiveness of Russellian Analysis

Nijhoff International Philosophy Series, 1994

If the central findings of the preceding chapters are correct, then there is a more subtle struct... more If the central findings of the preceding chapters are correct, then there is a more subtle structure in Russellian analysis than has usually been recognised. An understanding of this structure should greatly assist in the settling of disagreements in Russellian scholarship. For instance, we have found that Russellian analysis is primarily analysis of propositions and only indirectly is it analysis of entities. Yet equally clearly, we have found that Russell’s main interest is in the latter part of the enterprise. This is enough to show that Ayer’s disagreement with Weitz, noted in Chapter One, is of little consequence. Weitz is quite correct in his finding that it is only by analysis of symbols that Russell is able to analyse what they symbolise. Equally, Ayer is correct that Russell’s prime interest is in the “ontological question”. What remains at issue between Ayer and Weitz is the merely verbal question of whether the “central part” of Russellian analysis is ontological.

Australian Journal of Teacher Education, 1992

Educational Philosophy and Theory

James is a Fellow of the Australian College of Education and recipient of the Distinguished Servi... more James is a Fellow of the Australian College of Education and recipient of the Distinguished Service Award from the Australian Council of Deans of Education. He has been a member of numerous government policy advisory committees at state and commonwealth levels and has represented Australia in policy development projects in the UK, USA, Hong Kong and OECD, Paris. James is a Fellow of the Philosophy of Education Society (PESA). He was Review Editor of Educational Philosophy and Theory (1987-1995), becoming Executive Editor in 1995, a position he held for three years. He is the author of five books and 185 articles, including the acclaimed Louts and Legends: Male Youth Culture in an Inner City School Sydney (1988). In addition to educational philosophy and policy, James has had strong interests in youth culture, lifelong learning, professional, organisational and workplace learning, emotional intelligence, emotional and social learning and development, and human consciousness in terms of systems theory and chaos/complexity theory.

The Emergence of Complexity

Perspectives on Rethinking and Reforming Education

The Vocational Aspect of Education

The mere existence of competency standards for an occupation is not, in itself, enough to tell us... more The mere existence of competency standards for an occupation is not, in itself, enough to tell us whether they will be a help or a hindrance for education and training providers. Instead, that will depend on what sort of competency standards they are and how they are being used by the education and training providers. This paper will describe, firstly, the types of competency standards that would be a hindrance for vocational education and training providers and those that would be a help. Secondly, assuming that competency standards of the helpful type are available, the paper will outline the ways of using them that would still be detrimental to vocational education and training, and contrast this with ways of using them so as to improve the provision of vocational education and training. As against the widely held belief that competency standards require a totally new approach to vocational education and training, this paper argues that this is true only of the type of competency standards that are a hindrance. The type of competency standards that are helpful to vocational education and training provide a powerful means of improving what has always been best practice in the design, delivery and assessment of vocational education and training courses.

Practice, learning and change: practice-theory perspectives on professional learning

Studies in Continuing Education

Changing nature of work: industry case studies: information technology, financial services, construction, contract cleaning, family support services, metal and engineering

Values and Competency Standards

Journal of Further and Higher Education, Sep 1, 1994

Abstract This paper discusses the capacity of competency standards of an integrated kind to incor... more Abstract This paper discusses the capacity of competency standards of an integrated kind to incorporate the values and attitudes that are crucial to the effective performance of many occupations. It is argued that far from being a limitation, competency standards that ...

Practice and Group Learning

Http Dx Doi Org 10 1080 00131857 2013 779212, May 15, 2014

ABSTRACT Although learning has always been a central topic for philosophy of education, little at... more ABSTRACT Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group practice.

Theories of Practice and Their Connections with Learning: A Continuum of More and Less Inclusive Accounts

Soft skills for hard hats

Understanding Workplace Judgments: Internal and External Goods

The Role of Generic Outcomes in Adult Education

Studies in Continuing Education, 1999

ABSTRACT A focus on outcomes, particularly generic outcomes, has characterised much recent educat... more ABSTRACT A focus on outcomes, particularly generic outcomes, has characterised much recent educational debate. Cogent arguments have been advanced against narrow educational outcomes. This paper argues that a broader notion of generic outcomes is ...

Australian construction industry: industry forum: learning directions in construction: a report on industry forum 'Learning directions in construction' held at the University of Technology, Friday 4 June 1999

The Development of Competency-Based Training: Government, Industry and Union Pressures

Prospect, 1996

Changing conceptions of training for evolving workplaces: the case of the Australian building and construction industry

Abstract: The building and construction industry is highly segmented both within and across its s... more Abstract: The building and construction industry is highly segmented both within and across its sectors and, in an increasingly globalised environment, new skill requirements are constantly emerging. Workplace reform has made major progress, targeting industrial ...

Two Models of Educational Assessment

Http Dx Doi Org 10 1080 0260293960210407, Jul 28, 2006

ABSTRACT

Robin Usher on Experience

Http Dx Doi Org 10 1111 J 1469 5812 1999 Tb00374 X, Jan 9, 2013

Generic competencies and workplace reform in the Australian construction industry

... on major construction projects in relation to workplace reform initiatives, for example self-... more ... on major construction projects in relation to workplace reform initiatives, for example self-directed work teams, and new workplace cooperative arrangements ... of some generic competencies, especially communication, teamwork, and planning and organising skills, and, to a ...