- 64 St Mary's Rd, Crumlin, Dublin 12, Ireland
- Terry is a Co-Director and Trustee at Saor-Ollscoil Na hEireann (Free University of Ireland) where he teaches philoso... moreTerry is a Co-Director and Trustee at Saor-Ollscoil Na hEireann (Free University of Ireland) where he teaches philosophy to 'second chance' mature students. He is also visiting lecturer at mindfulness.ie in Dublin, visiting lecturer at the University of Sunderland, UK, and educational advisor on the EdD programme at the University of Huddersfield, UK. Currently writing articles on enhancing realism in ethical thought experiments, mindfulness and vocational education, and philosophical perspectives on panpsychism.edit
- Advisor on the Educational Doctorate programme at the University of Huddersfield, UKedit
The manic flurry of activity following the recent introduction of Open AI's ChatGPT-4, Google's Bard and other similar advanced Large Language Models (LLMs) has tended to generate rather more heat than light in both popular and academic... more
The manic flurry of activity following the recent introduction of Open AI's ChatGPT-4, Google's Bard and other similar advanced Large Language Models (LLMs) has tended to generate rather more heat than light in both popular and academic discourse about the main implications of the new applications. Debate has ranged from doom-laden apocalyptic warnings to hyperbolic accounts of how AI will revolutionise and enhance all aspects of human activity. Attempting to steer a middle way between these extremes, this article concentrates on the key issues of regulation, control and alignment of the new systems since these are the areas that are likely to be of the first importance in informing and influencing the ways in which AI impacts all aspects of our lives.
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Philip Goff's new book represents an extension of his earlier philosophical explorations into the nature of consciousness and its relationship to the physical world. In Galileo's Error (2019) Goff offered putative solutions to the hard... more
Philip Goff's new book represents an extension of his earlier philosophical explorations into the nature of consciousness and its relationship to the physical world. In Galileo's Error (2019) Goff offered putative solutions to the hard problem of consciousness-how the experiential, non-physical nature of minds can be related to and explained in terms of the material world of physical objects-by making use of versions of panpsychism proposed by, amongst others, Galen Strawson who, incidentally, was Goff's former tutor and PhD supervisor.
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Against the background of the ubiquitous use of social media platforms by young people in general, it was entirely predictable that such media would be used by students in higher education. Our research in this sphere focussed on the ways... more
Against the background of the ubiquitous use of social media platforms by young people in general, it was entirely predictable that such media would be used by students in higher education. Our research in this sphere focussed on the ways in which social media-in both extent and type-were used by students completing Masters' dissertations. The study, involving 14 students on a management programme, was designed to answer questions about the nature, role and purpose of social media in the learning process and, in particular, to map the pitfalls and benefits of online platforms in this sphere. Our results identified a range of factors which influenced the type of social media selected by students and, on this basis, we make recommendations for student and staff training in social media use to be included as a part of dissertation programmes in higher education.
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The recent appearance of Artificial Intelligence (AI) applications such as Google's Bard tool and OpenAI's ChatGPT series has brought forth a flurry of reactions from both academic and popular commentators ranging from doom-laden... more
The recent appearance of Artificial Intelligence (AI) applications such as Google's Bard tool and OpenAI's ChatGPT series has brought forth a flurry of reactions from both academic and popular commentators ranging from doom-laden pessimism to futuristic hyperbolic optimism. Both ends of this spectrum are revealed in the educational literature with the sharp contrast between critical accounts predicting the decline of academic standards and those welcoming the new applications as a means of enhancing teaching and learning. In the attempt to steer a middle way between these extremes, this article examines the merits and demerits of AI applications in education alongside the suggestion of possibilities for working with the new tools in a productive manner. In relation to ethical considerations raised by the recent developments, it is suggested that AI applications are best conceptualised as powerful entities-perhaps ideally regarded as non-human persons-which need to be utilised pragmatically and regulated ethically in partnership with humans in the best interests of all of us. Such a partnership model will be especially important to learners and teachers who are charged with making sense of a rapidly changing educational environment.
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The recent appearance of widely available Artificial Intelligence (AI) applications such as ChatGPT and Bard has fuelled a flurry of popular and academic discussions about the implications of such AI tools for all aspects of contemporary... more
The recent appearance of widely available Artificial Intelligence (AI) applications such as ChatGPT and Bard has fuelled a flurry of popular and academic discussions about the implications of such AI tools for all aspects of contemporary life and culture. After examining some aspects of recent developments, this article goes on to review some salient critiques of the emerging AI debate with the intention of analyzing some of the key themes in the current discourse. The key objective will be to deflate some of the more overblown and alarming perspectives informed by anthropomorphising AI developments. In particular, there is an attempt to steer a middle course between doom-laden pessimism and futuristic optimism. Drawing on a range of philosophical positions, it is concluded that AI applications are best conceptualised as powerful tools which need to be utilised pragmatically and regulated ethically in partnership with humans in the best interests of all of us.
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The exponential expansion of mindfulness-based applications in education, psychology and psychotherapy, workplace training and mind/body wellbeing in general over the last few decades has been accompanied by wide-ranging claims about the... more
The exponential expansion of mindfulness-based applications in education, psychology and psychotherapy, workplace training and mind/body wellbeing in general over the last few decades has been accompanied by wide-ranging claims about the impact of mindfulness on the brain. Arguments in this sphere have been supported by data taken from neuroscience reporting
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The appearance in recent times of Open AI’s ChatGPT series and Google’s Bard application has resulted in a spate of articles analysing such developments which reflect views ranging from catastrophic conspiracy theories to incredulous... more
The appearance in recent times of Open AI’s ChatGPT series and Google’s Bard application has resulted in a spate of articles analysing such developments which reflect views ranging from catastrophic conspiracy theories to incredulous debunking (Foucart 2023).
Many of the concerns about the new AI tools have been expressed by educators who fear that teaching and learning will be damaged by the easy access to the large language models (LLMs) like ChatGPT which can write essays and answer assignment questions in a matter of minutes (Heaven 2023). A letter to The Times signed by leading educators from the state and private sector described AI developments as ‘bewildering’ and announced the launch of a review body of experts to advise schools on which areas are ‘beneficial, and which are damaging’ since ‘we have no confidence that the large digital companies will be capable of regulating themselves in the interests of students, staff and schools’ (Shad 2023).
Many of the concerns about the new AI tools have been expressed by educators who fear that teaching and learning will be damaged by the easy access to the large language models (LLMs) like ChatGPT which can write essays and answer assignment questions in a matter of minutes (Heaven 2023). A letter to The Times signed by leading educators from the state and private sector described AI developments as ‘bewildering’ and announced the launch of a review body of experts to advise schools on which areas are ‘beneficial, and which are damaging’ since ‘we have no confidence that the large digital companies will be capable of regulating themselves in the interests of students, staff and schools’ (Shad 2023).
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Over a long career in the psychiatric profession spanning six decades, Thomas Szasz has forcefully argued that mental illnesses are mythical since all medical diseases are located in the body and, thus, have somatic causes. This has been... more
Over a long career in the psychiatric profession spanning six decades, Thomas Szasz has forcefully argued that mental illnesses are mythical since all medical diseases are located in the body and, thus, have somatic causes. This has been accompanied by a scathing and coruscating critique of the whole mental health profession, particularly those psychologists, psychiatrists and psychotherapists who collude in and exploit the alleged mythology of counterfeit mental
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Given the low standing of vocational studies in English education and other systems around the world at the present time, it is refreshing to note the resurgence of interest in craft and manual work. The currently popular BBC programme,... more
Given the low standing of vocational studies in English education and other systems around the world at the present time, it is refreshing to note the resurgence of interest in craft and manual work. The currently popular BBC programme, The Repair Shop, is a celebration of this renewed interest and offers an especially graphic representation of the virtues and values of craft and handwork. It is suggested that such example of cultural practice can help towards the enhancement of vocational education and training in schools and colleges, and assist in bridging of the divisions between academic and vocational studies at all levels of education systems.
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The central topic of Adam Gopnik’s book – the intricacies of mastery learning – has been a feature of research and development in the vocational education and training (VET) sphere over many years. Pioneered initially by Benjamin Bloom... more
The central topic of Adam Gopnik’s book – the intricacies of mastery learning – has been a feature of research and development in the vocational education and training (VET) sphere over many years. Pioneered initially by Benjamin Bloom in the all-encompassing curriculum developments of the second half of the 20th century, the general approach – based on the idea that all students can achieve mastery if the pace of learning matches what each student is ready to learn – has been especially popular in teaching mathematics, language, science, and in work with students experiencing learning difficulties of various kinds (Kulik, et al 1990).
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In response to the intractability of the hard problem of consciousness, a number of scientists and philosophers – in particular Bernardo Kastrup, Steve Taylor, Donald Hoffman, and Iain McGilchrist – have advanced arguments for new forms... more
In response to the intractability of the hard problem of consciousness, a number of scientists and philosophers – in particular Bernardo Kastrup, Steve Taylor, Donald Hoffman, and Iain McGilchrist – have advanced arguments for new forms of idealism which challenge the basic tenets of scientific materialism. The central claims are that – in spite of the impressive achievements of contemporary science and technology – the metaphysical basis of scientific materialism is not justified by these achievements. Moreover, in addition to the many flaws and shortcomings of materialism – chief amongst which is the abject failure to solve the hard problem of consciousness – idealist perspectives which propose that consciousness is the sole ontological primitive provide a more cogent and parsimonious foundation for our knowledge of the world than scientific materialism. These new conceptions call for a radical transformation of our beliefs and experience of the world and – following an examination of the principal neo-idealist arguments – the implications for education, in particular in the realms of epistemology, ethics and spirituality will be investigated.
Keywords: materialism, consciousness, neo-idealism, spirituality, science
Keywords: materialism, consciousness, neo-idealism, spirituality, science
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Concerns about the deteriorating mental health of university students have been researched and documented over the last few decades, and there is some evidence of an intensification of the problems as a result of the recent Covid pandemic... more
Concerns about the deteriorating mental health of university students have been researched and documented over the last few decades, and there is some evidence of an intensification of the problems as a result of the recent Covid pandemic and resulting lockdowns. The central thesis of this paper is that all such mental health problems are exacerbated by a dominant hegemonic culture of materialism which-supported and reinforced by the culture of neoliberalism-celebrates a reified conception of a solitary self divorced from the social networks which provide the conditions for psychological nourishment and mind/body wellbeing. In order to challenge such a potentially harmful culture, a process of 'unselfing' through a critique of the metaphysical materialism which underpins the current orthodoxy is proposed alongside a set of strategies drawn from Buddhist principles which seek to uncover the delusions which serve to bolster the neoliberal self. In conclusion, a number of changes are recommended in the form of a critical dimension which may be incorporated into learning programmes at all levels in higher education institutions with a view to enhancing mind/body wellbeing.
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David Chalmers is currently University Professor of Philosophy and Co-Director of the Centre for Mind, Brain and Consciousness at New York University. Born in Australia, Chalmers was an exceptionally gifted mathematician – winning a... more
David Chalmers is currently University Professor of Philosophy and Co-Director of the Centre for Mind, Brain and Consciousness at New York University. Born in Australia, Chalmers was an exceptionally gifted mathematician – winning a bronze medal at the International Mathematical Olympiad – but turned to philosophy after reading Douglas Hofstadter’s writings. He was a Rhodes Scholar at Oxford before moving to Indiana University, Bloomington where he completed a PhD in philosophy and cognitive science under Hofstadter in 1993. In addition to his philosophical education, he has a lifelong interest in virtual reality (VR) matters – mastering BASIC computer language and playing a game called ADVENT at the age of 10 – and he has clearly retained his childlike enthusiasm for the field since the book demonstrates a familiarity with the history and current state of the VR world that is impressively detailed and wide-ranging (Chalmers 2016).
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The concept of acknowledging students' interests-both what they may be interested in and what is in their interest-is gaining increasing purchase in the new competitive economy of higher education. In addition to the obvious benefits of... more
The concept of acknowledging students' interests-both what they may be interested in and what is in their interest-is gaining increasing purchase in the new competitive economy of higher education. In addition to the obvious benefits of boosting student success in higher education institutions (HEIs), there are well-established educational advantages of foregrounding students' interests. The philosophical and psychological literature abounds with justificatory explanations of why interest is so crucial to learning of all kinds. Apart from the clear motivational benefits, organising learning around interests helps educators to realise the goal of Bildung, the education of the whole person. However, notwithstanding the obvious value of utilising interest in teaching and learning, there is a dearth of relevant research on the topic of relevance to HEIs. This research aims to help redress the balance by investigating how the interests of learners may be utilised effectively in the guidance and supervision of postgraduate students undertaking masters' dissertations in education.
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An examination of mindfulness education in the light of Iain McGilchrist's work on the divided brain
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The recent COP 26 conference in Glasgow served to highlight the urgency of dealing with the urgent challenges of climate change. Although some progress was made, the various activist groupsespecially those involving younger people who had... more
The recent COP 26 conference in Glasgow served to highlight the urgency of dealing with the urgent challenges of climate change. Although some progress was made, the various activist groupsespecially those involving younger people who had been spearheading the campaigns in this fieldwere generally disappointed with the Glasgow outcome, and there are demands for a redoubling of effort at political, economic and educational levels. The role of educationwhether this is in the informal sphere of social media or in formal science or environmental educationis clearly of the first importance in this general project. After exploring some of the central issues in this sphere, a case for introducing a critique of materialismboth scientific and culturalwill be examined as a foundation for an appropriate and effective educational contribution to this vitally necessary work. It will be argued that a non-materialist frameworkalong the lines of the models being developed by neo-idealist thinkers such as Donald Hoffman, Steve Taylor and Bernardo Kastrupis required to mount a realistic challenge to the urgent problems facing everyone on the planet.
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Contemporary approaches to explaining the connections and reconciling perceived differences between spiritual and scientific interpretations of reality have tended to accept mainstream interpretations of physics, cosmology and biology.... more
Contemporary approaches to explaining the connections and reconciling perceived differences between spiritual and scientific interpretations of reality have tended to accept mainstream interpretations of physics, cosmology and biology. The resultant putative combinations of ideas-seeking to equate materialist with non-materialist worldviews-display anomalous, artificial and deeply problematic features. Instead of accepting the validity of scientific materialism-expressed in accounts offered, for instance, by Thich Nhat Hanh, the Dalai Lama, and, in a more secular context, Deepak Chopra and Fritjof Capra-the central thesis of this paper is that it is more plausible to question the foundations of materialism and argue for an idealist interpretation of both science, reality and spirituality as suggested in recent work by Bernardo Kastrup, Steve Taylor and Donald Hoffman. After exploring the central claims of these new interpretations of idealism-and their principal critiques of scientific materialism-arguments that such perspectives offer a richer, more cogent and more parsimonious method of linking Eastern and Western worldviews than the flawed materialist perspectives will be explained and justified.
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Given the range of threats currently facing humankind-pandemics resulting from zoonotic infections, catastrophic climate change, and populist post-truth political hate-mongeringthis collection of articles edited by Herner Saeverot is... more
Given the range of threats currently facing humankind-pandemics resulting from zoonotic infections, catastrophic climate change, and populist post-truth political hate-mongeringthis collection of articles edited by Herner Saeverot is indeed timely. In the Foreword, Nils Chr. Stenseth, Professor of Ecology at the University of Oslo who worked recently on the epidemiology of Covid-19, identifies ten major threats to humankind: climate change;
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From the origins of coal mining in England in the Middle Ages through to its peak during the 18 th /19 th century Industrial Revolution, to the eventual national decline of the industry after the Second World War, the working conditions,... more
From the origins of coal mining in England in the Middle Ages through to its peak during the 18 th /19 th century Industrial Revolution, to the eventual national decline of the industry after the Second World War, the working conditions, lived experiences and status of mineworkers have witnessed radical structural and existential change.
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In seeking answers to the question of how to revitalise the teaching of humanities in our 'culturally shell-shocked society' Chris Ormell (2010) discusses a number of interesting issues surrounding the secularisation of... more
In seeking answers to the question of how to revitalise the teaching of humanities in our 'culturally shell-shocked society' Chris Ormell (2010) discusses a number of interesting issues surrounding the secularisation of contemporary culture which has accompanied the onset of modernity. In the process of seeking ways of fostering a healing process to counteract the 'commercial brainwash' (ibid.,p.31) and thus establish a universal moral foundation on which to base humanities, a range of relevant topics - including the information revolution, multiculturalism and faith schools - are explored. I would like to use the concerns raised in Ormell's analysis to examine in more depth some general issues surrounding moral education in a secular and materialistic age. In particular, I want to argue that - although secularisation can be seen to be a positive development in terms of establishing the appropriate moral and intellectual climate for deep and rich learning - it ha...
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Page 1. Teaching and Legitimate Influence in Moral Education John T. Hyland University of Lancaster Introduction This article is concerned with one of the central questions of moral education: is it legitimate for teachers to influence... more
Page 1. Teaching and Legitimate Influence in Moral Education John T. Hyland University of Lancaster Introduction This article is concerned with one of the central questions of moral education: is it legitimate for teachers to influence the moral beliefs and opinions of their pupils? ...
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9 MORALITY, WORK AND COMPETENCE Social values in vocational education and trainingTerry Hyland Perhaps the single most important goal for a ... What are the ingredients of the good life in pursuit of which we undertake to educate... more
9 MORALITY, WORK AND COMPETENCE Social values in vocational education and trainingTerry Hyland Perhaps the single most important goal for a ... What are the ingredients of the good life in pursuit of which we undertake to educate people?', Mary Warnock (1977) outlines ...
Abstract: Policy trends of the last two decades in the United Kingdom (UK) have resulted in the vocationalisation of all education from school to university and the concept of learning has become part of a trinity: lifelong learning; the... more
Abstract: Policy trends of the last two decades in the United Kingdom (UK) have resulted in the vocationalisation of all education from school to university and the concept of learning has become part of a trinity: lifelong learning; the learning organisation; and the learning society. In this chapter, the author examines three of the models of the learning society: Edwards' typoligy; Young's typology; and Ranson's typology. He then goes on to look at two flagship initiatives to develop a culture of lifelong learning: University for industry; and the ...
Like individualism and the belief in free will, the materialist worldview derived from mainstream science represents a sort of hidden curriculum of contemporary belief, the telos of Western (though not Eastern) culture. Scientific... more
Like individualism and the belief in free will, the materialist worldview derived from mainstream science represents a sort of hidden curriculum of contemporary belief, the telos of Western (though not Eastern) culture. Scientific materialism – which holds that our experience of the world is generated by the brain yet somehow remains outside of us and is separate from and indifferent to human purposes – informs all aspects of life yet remains largely unquestioned. In recent years – thanks to the severe difficulties surrounding the hard problem of consciousness highlighted by David Chalmers (1996) – this uncritical acceptance has been challenged by thinkers who propose forms of neo-idealism. Arguments developed by Bernardo Kastrup (2014, 2021), Donald Hoffman (2019) and Steve Taylor (2018) – respectively labelled analytic idealism, conscious realism and panspiritism – claim that forms of idealism which locate the mental as the only source of reality and experience provide a more parsimonious and philosophically satisfactory explanation of our knowledge about the world.
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Jane Austen's Emma has been identified as a core example of the bildungsroman-a novel charting the formative years of a person's coming-of-age in terms of moral and spiritual development-and is, moreover, replete with fascinating... more
Jane Austen's Emma has been identified as a core example of the bildungsroman-a novel charting the formative years of a person's coming-of-age in terms of moral and spiritual development-and is, moreover, replete with fascinating incidents which serve as paradigm examples of moral enquiry into the nature and justification of actions and judgments The novel depicts the ethical and character formation of a socially privileged young woman who-in need of entertainment and worthwhile productive activity-seeks to fill her time by a series of ill-judged match-making projects which have wide-ranging consequences for the people involved. In the process, Emma's moral development is revealed in a number of key episodes, and is guided by the social mores of the early 19 th century under the tutelage of the more experienced and mature friend and neighbour, Mr. Knightley. This formative story displays the cultivation of particular kind of virtuous character-involving the movement from a self-regarding to another-regarding approach to social life and relationships-not unlike the unselfing process recommended by writers and philosophers such as Iris Murdoch and Galen Strawson, as well as Buddhist mindfulness practitioners. Following an examination and analysis of some of the key themes in Austen's novel, some lessons will be drawn for moral education theory and practice.
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ABSTRACT The upgrading of vocational studies in generaland vocational education and training programmes and qualifications in particularhas never been so high on the political agenda. Current policy initiatives include reconstructing... more
ABSTRACT The upgrading of vocational studies in generaland vocational education and training programmes and qualifications in particularhas never been so high on the political agenda. Current policy initiatives include reconstructing Modern Apprenticeships, reorganising the 14-19 phase to enhance vocational A-levels and GCSEs, and introducing Foundation Degrees incorporating a central work-based element. Whether all these reforms will prove more successful than the many failed experiments of the last half century depends upon on how far they present a fundamental challenge to the deep-seated prejudice and negative valuing of vocationalism that is endemic in the system. An anatomy of this prejudice is presented against the background of the most popular strategies for enhancing vocational studies and creating parity of esteem for programmes and qualifications in this sphere. It is concluded that changing terminology and tinkering with pathways will not bring about the necessary values transformation required to achieve the desired objectives.
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ABSTRACT In spite of the dearth of evidence on transferability, key skills continue to dominate and define the post-school curriculum. A picture of further education lecturers' perceptions of key skills and transfer was... more
ABSTRACT In spite of the dearth of evidence on transferability, key skills continue to dominate and define the post-school curriculum. A picture of further education lecturers' perceptions of key skills and transfer was constructed through interviews with 41 practi tioners teaching on General National Vocational Qualification (GNVQ) Advanced Business Studies programmes in seven institutions and located against the background of emerging trends in the post-compulsory education and training sector. The principal findings are analysed and observations and recommendations made in the light of current policy trends in post-school provision.
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... From its base in VET in further education and programmes sponsored by Training and ... Education for Capability' programme, and the Council for Industry and Higher Education has sponsored ... astonishment at the idea of... more
... From its base in VET in further education and programmes sponsored by Training and ... Education for Capability' programme, and the Council for Industry and Higher Education has sponsored ... astonishment at the idea of allowing the NCVQ to determine standards at higher ...
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ABSTRACT The story of how competence-based education and training (CBET) was introduced into vocational education and training (VET) in England through the establishment of the former National Council for Vocational Qualifications (NCVQ)... more
ABSTRACT The story of how competence-based education and training (CBET) was introduced into vocational education and training (VET) in England through the establishment of the former National Council for Vocational Qualifications (NCVQ) in 1986 has been told by many commentators in the field (Burke, 1995; Bates, 1998) including myself (Hyland,1994). The foundations for a major overhaul of VET were established with the publication of A New Training Initiative by the then Department of Employment, though this itself can be viewed as a continuation of earlier training programmes designed to deal with massive youth unemployment in the 1970s and 1980s. From the very start, accountability in terms of 'outputs...the standards that need to be achieved at the end of the learning programme' (Jessup, 1990, p.18) was predominant. There was an insistence that at the heart of the initiative lie standards of a new kind, and it was the pursuit of such standards - based on competence outputs constructed through the functional analysis methodology of CBET - which was to provide the driving force for the development of national vocational qualifications (NVQs).
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ABSTRACT This is a timely collection since workplace learning (WPL) or work-based learning (WBL)—the two conceptions are not completely identical though they are often used interchangeably—of one kind or another is currently central to a... more
ABSTRACT This is a timely collection since workplace learning (WPL) or work-based learning (WBL)—the two conceptions are not completely identical though they are often used interchangeably—of one kind or another is currently central to a range of DfES policy initiatives including vocational GCSEs, reconstructed Modern Apprenticeships, Foundation Degrees and the re-organisation of 14–19 education and training. All the papers in Working to Learn—though not necessarily always concerned with that form of learning which is the focus of recent policy (since WPL is the main perspective here, whereas WBL is what most mainstream policy initiatives are about)—are written by experienced researchers and practitioners in the field, and all have something of value and interest to contribute to the rapidly-expanding domain of discourse about and development of WPL and WBL theory and practice.
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... Terry Hyland, University of Warwick, UK ... Field J. (1993) Still Waiting for the Spring Offen-sive; College Management, 1, 5, 5-6. Gibbs G. (1988) Learning By Doing ... Haffenden I. and Brown A. (1989) Towards the im-plementation of... more
... Terry Hyland, University of Warwick, UK ... Field J. (1993) Still Waiting for the Spring Offen-sive; College Management, 1, 5, 5-6. Gibbs G. (1988) Learning By Doing ... Haffenden I. and Brown A. (1989) Towards the im-plementation of NVQs in colleges of FE; in Burke JW (Ed) op.cit ...
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Chapter 4 Behaviourism and the Meaning of Competence Terry H yland INTRODUCTION Although National Vocational Qualifications (NVQs) and the competence-based education ... Gibbs, G.(1988) Learning By Doing ... l. W. Burke (ed.) Competency... more
Chapter 4 Behaviourism and the Meaning of Competence Terry H yland INTRODUCTION Although National Vocational Qualifications (NVQs) and the competence-based education ... Gibbs, G.(1988) Learning By Doing ... l. W. Burke (ed.) Competency Based Education and Training ...
The recent Covid-19 pandemic which has affected over 650 million people globally and resulted in over 6.6 million deaths, has disrupted just about every aspect of social, economic and political life over the few years. Young people in... more
The recent Covid-19 pandemic which has affected over 650 million people globally and resulted in over 6.6 million deaths, has disrupted just about every aspect of social, economic and political life over the few years. Young people in particular-though mostly escaping the brunt of infections of coronavirus-have been disproportionately disadvantaged by the unprecedented developments of recent years. The under-25s have been hit especially hard over the last year, and there has been a huge increase in the number of youngsters classified as Neet (not in education, employment or training) according to recent figures published by the Office for National Statistics in the UK. Moreover, the mental health of children and young people-especially those from lower socioeconomic groups-has been negatively impacted by the recent lockdowns and closure of schools and colleges. Given this picture of radical disadvantage, it is suggested that plans for general educational, and more particularly, vocational reconstruction for post-16 education and training will need to address these inequalities in terms of funding and curriculum development. In addition, such a new model of post-school vocational and education and training (VET) should seek to address the problems of climate change and, in this respect, any blueprinting for future development will ideally need to embrace the requirements for a new green industrial revolution to reduce carbon emissions and halt global warming
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Mindfulness-based interventions (MBIs) which make use of the direct awareness and present-moment attention adapted from Buddhist contemplative traditions are now influential in a wide range of fields and disciplines including psychology,... more
Mindfulness-based interventions (MBIs) which make use of the direct awareness and present-moment attention adapted from Buddhist contemplative traditions are now influential in a wide range of fields and disciplines including psychology, psychotherapy, mind-body health professions, and education and training at all levels. Although MBIs-by nature, developmental, contemplative, process-oriented and radically experiential-do not fit easily into formal educational contexts (Hyland, 2011; Todd & Ergas, 2015), their use in programmes of professional and vocational development has led to adaptations which involve standardisation of inputs, the quantitative measurement of outcomes, and a general commodification of mindfulness strategies. It will be suggested that instances of such commodification-described as 'McMindfulness' by critical commentators (Purser & Loy, 2013; Hyland, 2017a; Purser, 2019)-are counter-productive and fail to either enhance learning processes or to achieve the benefits associated with contemplative practices. After criticising such commodified versions of mindfulness in the context of their application in vocational education and training (VET) contexts, some positive suggestions are offered in relation to the potential of contemplative approaches in preparation for and learning in workplaces. Such a positive programme of mindfulness foregrounds the social ethics of working life and the importance of the affective and psychomotor domains of learning, all of which may be enhanced by insights gained from utilising contemplative practices.
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Panpsychism has emerged as a key component in attempts to solve the hard problem of consciousness which consists in explaining the existence of non-materialist subjective experiences in a world which mainstream science insists is made up... more
Panpsychism has emerged as a key component in attempts to solve the hard problem of consciousness which consists in explaining the existence of non-materialist subjective experiences in a world which mainstream science insists is made up of purely materialist elements. Although contemporary interpretations of panpsychism are, in the main, utilised in trying to solve problems of consciousness, the concept has a long history with diverse and widespread uses and applications. After examining aspects of this history, different versions of panpsychism – physicalist and idealist – are analysed and contrasted. In conclusion, a compatibilist unification is suggested in the form of conscious realism which posits the construction of reality through a network of interacting conscious agents. In conclusion, the principal implications for knowledge and understanding of this position are examined within the framework of Buddhist philosophy and practice.
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Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function - the impact it has on the emotional, moral, social and personal development of learners. Drawing on the Buddhist conception of... more
Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function - the impact it has on the emotional, moral, social and personal development of learners. Drawing on the Buddhist conception of mindfulness, a case is made for redressing the neglect of affective education through mindfulness-based learning, teaching and curriculum design
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Mindfulness has become something of a boom industry over the last few decades thanks largely to the work of Kabat-Zinn (1990) who developed a Mindfulness-Based Stress Reduction (MBSR) programme in his work at the Massachusetts Medical... more
Mindfulness has become something of a boom industry over the last few decades thanks largely to the work of Kabat-Zinn (1990) who developed a Mindfulness-Based Stress Reduction (MBSR) programme in his work at the Massachusetts Medical School in 1979. Since then the work of Kabat-Zinn and associates (Williams & Kabat-Zinn, 2013) has been responsible for a massive global expansion of interest in mindfulness-based interventions in a diverse range of domains including work in schools, prisons, workplaces and hospitals, in addition to wide applications in psychology, psychotherapy, education and medicine (Purser, Forbes & Burke, 2016).
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Lifelong learning is the slogan with which the Labour Government has chosen to publicise and popularise its values and policies for post-16 education and training under the new administration. Dr. Hyland’s book subjects New Labour policy... more
Lifelong learning is the slogan with which the Labour Government has chosen to publicise and popularise its values and policies for post-16 education and training under the new administration. Dr. Hyland’s book subjects New Labour policy - particularly developments surrounding the University for Industry and the New Deal - to searching scrutiny and offers a number of recommendations designed to upgrade vocational education and training (VET). If we are to create a high status and high quality VET system comparable to those of our European competitors we will need, Dr. Hyland argues, to move towards a unified curriculum in the post-school sector bringing with it the abolition of the present three-track model of NVQs, GNVQs and GCSEs/A Levels. More significantly it is argued that all vocational learning - both work-based and college-based - needs to be underpinned by a common core of knowledge and understanding and crucially, be located within a values framework which gives due attention to social justice and community interests rather than simplistic and utilitarian economistic objectives and employability skills. Moreover, the aesthetic and moral dimensions of vocational studies are not optional extras but areas of vocational learning experience which are essential and foundational if vocational education and training is to be enhanced in order to satisfy current lifelong learning criteria. Dr. Hyland’s challenging account provides one of the first comprehensive philosophical and policy critiques of New Labour VET developments and will be of interest to those committed to high quality vocational studies on all sides of education and industry as well as to lecturers, tutors, trainers and students working in post-compulsory education and training.
Research Interests:
Simulation arguments that the universe and our experience of it may be computer simulations constructed by advanced civilisations (either alien or our human/posthuman descendants) have been the subject of widespread debate since Bostrom’s... more
Simulation arguments that the universe and our experience of it may be computer simulations constructed by advanced civilisations (either alien or our human/posthuman descendants) have been the subject of widespread debate since Bostrom’s original philosophical formulation of the principal position in 2003. Since then the key elements of the argument – boosted by ‘The Matrix’ film and its sequels and spin-offs covering similar scenarios – have been discussed critically by philosophers, psychologists, literary critics and scientists, and there is now a large body of literature on the topic. The principal theme of this monograph is that this simulation literature offers immense potential for learning and teaching in a wide range of domains. After examining the main claims of the argument – and the key criticisms of simulation hypotheses – the implications of this debate in the spheres of ethics, epistemology and metaphysics are examined with a view to offering practical recommendations for potentially fruitful philosophical and educational discussion topics.
Research Interests:
The current popularity of mindfulness has led to applications in a wide range of academic disciplines – including education, psychology, psychotherapy, and the mind-body health field generally (Purser, Forbes & Burke, 2016) – in addition,... more
The current popularity of mindfulness has led to applications in a wide range of academic disciplines – including education, psychology, psychotherapy, and the mind-body health field generally (Purser, Forbes & Burke, 2016) – in addition, to its widespread use in popular culture to publicise everything from colouring books to diet regimes and gardening manuals. Critics of such a commodification of mindfulness applications have pointed to the divorce of such practices from their roots in Buddhist ethics and precepts which – in the worst cases of ‘McMindfulness’ – have resulted in a gross misuse if not outright abuse of mindfulness principles (Purser, 2013; Hyland, 2018). Whilst accepting the force of such criticisms (which I have discussed extensively elsewhere; Hyland, 2016, 2017), this paper takes a broader perspective and sets out arguments for ways in which the mindfulness phenomenon has opened up fruitful avenues of connectivity between Eastern (principally Buddhist) forms of thought and Western conceptions of philosophy and science.
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A critical and dissenting account of the development of competence-based education and training against the background of vocational education reform in the UK in the 1980s and 1990s
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An analysis of national policy on vocational education and training with a view to upgrading vocational studies through attention to the moral dimension of of vocational learning
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An exploration of contemporary AI developments in terms of their impact on education, culture and society
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A critique of skill-talk and competence-based education as vehicles for enhancing vocational education and training and preparation for work
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An account of how two relatively unknown Russians - Archipov and Petrov - saved the world from thermonuclear disaster.
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A critical exploration of the 'new normal' post-Covid environment.
Research Interests:
In a survey of British higher education (HE) sector in 2017 conducted by the Institute for Public Policy Research (IPPR, 2017) it was reported that ‘over the past 10 years there has been a fivefold increase in the proportion of students... more
In a survey of British higher education (HE) sector in 2017 conducted by the Institute for Public Policy Research (IPPR, 2017) it was reported that ‘over the past 10 years there has been a fivefold increase in the proportion of students who disclose a mental health condition to their institution (p.1). This picture is confirmed in other reports by, for instance, the Office for National Statistics (ONS, 2021) and the National Union of Students (NUS, 2020) in Britain, and summed up in the large scale DfE (2021) report which concluded that: The proportion of students declaring mental health conditions has dramatically increased in recent years, set against changes in support funding in HE (and wider healthcare funding), changing attitudes towards disability and mental health, and rising expectations for HE and its institutions (p.4).
Research Interests:
The Irish State established the Dublin Institute for Advanced Studies in Dublin in 1940 and invited Erwin Schrodinger to be head of the new organisation. Schrodinger's time in Dublin - from 1939 to 1956 which he described as the "happiest... more
The Irish State established the Dublin Institute for Advanced Studies in Dublin in 1940 and invited Erwin Schrodinger to be head of the new organisation. Schrodinger's time in Dublin - from 1939 to 1956 which he described as the "happiest years of my life" - are recalled against the background of his controversial and unconventional personal life.
Research Interests:
A perennial problem in English education is caused by the vocational/academic divide within which vocational and manual pursuits are routinely subordinated to academic and intellectual activities. Research connected with the... more
A perennial problem in English education is caused by the vocational/academic divide within which vocational and manual pursuits are routinely subordinated to academic and intellectual activities. Research connected with the investigation of white working-class educational underachievement by the House of Commons Education Committee in 2014 [1] reported that it was the most disadvantaged pupils-those in receipt of free school meals-who 'were most likely to study vocational programmes', and concluded with the observation that: We consider that vocational education is an important subject that deserves future scrutiny. In particular, a careful balance needs to be struck between ensuring that young people are given access to an academic education while avoiding portraying vocational routes as a second-class option (p.59). In a similar vein, the report on the transition from school to work by the House of Lords Select Committee on Social Mobility in 2016 [2] decried the 'unspoken snobbery in favour of academic qualifications rather than vocational qualifications' (p.49), and made a raft of recommendations for the improvement of this state of affairs. Similar reports and recommendations have been made for decades yet-despite a permanent revolution of policy reforms, from competence-based strategies, modern apprenticeships, to the current T level qualifications-the status of vocational studies has not been improved. Vocational courses are still a second choice for many school and college students, a fact made even more surprising by the direct relevance and obvious importance of vocational skills and qualifications in the contemporary workplace.
Research Interests:
An investigation of the parallels between Eastern and Western philosophy in the spheres of science, ethics and philosophical ideas
Research Interests:
Researchers investigating learning from primary to higher education have emphasised the crucial role of embodiment in the process of developing knowledge, skills and expertise. In spite of this, the physical or psychomotor aspects of... more
Researchers investigating learning from primary to higher education have emphasised the crucial role of embodiment in the process of developing knowledge, skills and expertise. In spite of this, the physical or psychomotor aspects of learning are vastly under-researched and undervalued in the literature on vocational education and training (VET). Such a marginalisation of embodiment and the physical is regrettable in that – in addition to its failure to sufficiently acknowledge defining features of much vocational learning – it serves to reinforce the notion that only the cognitive aspects of learning are of interest and value in vocational development. Such a partial and misguided conception contributes to the subordinate and second-class status of vocational studies against liberal/academic pursuits. It will be argued here that a re-examination of the role of the physical in VET can provide – not just a richer and deeper understanding of vocational learning – but also a means of enhancing the status of vocational pursuits within general education systems.
Research Interests:
Simulation arguments that the universe and our experience of it may be computer simulations constructed by advanced civilisations (either alien or our human/posthuman descendants) have been the subject of widespread debate since Bostrom’s... more
Simulation arguments that the universe and our experience of it may be computer simulations constructed by advanced civilisations (either alien or our human/posthuman descendants) have been the subject of widespread debate since Bostrom’s original philosophical formulation of the principal position in 2003. Since then the key elements of the argument – boosted by ‘The Matrix’ film and its sequels and spin-offs covering similar scenarios – have been discussed critically by philosophers, psychologists, literary critics and scientists, and there is now a large body of literature on the topic. The principal theme of this monograph is that this simulation literature offers immense potential for learning and teaching in a wide range of domains. After examining the main claims of the argument – and the key criticisms of simulation hypotheses – the implications of this debate in the spheres of ethics, epistemology and metaphysics are examined with a view to offering practical recommendations for potentially fruitful philosophical and educational discussion topics.
Research Interests:
In spite of decades of educational reforms, the vocational/academic divide – and the subordinate status of vocational studies – still appears to be with us. Previous reconciliation strategies in relation to upgrading vocationalism have... more
In spite of decades of educational reforms, the vocational/academic divide – and the subordinate status of vocational studies – still appears to be with us. Previous reconciliation strategies in relation to upgrading vocationalism have included recommendations for vocational education and training (VET) curriculum and assessment reform, changes in the nature and organisation of apprenticeships, new forms of partnerships between employers and trainers, and suggestions for alternative philosophical perspectives on the nature of work, training and education. Staying mainly within this latter philosophical domain, it is suggested here that recent work on conceptions of craft and craftworking – particularly the links between intellectual, ethical and manual activity – offer valuable insights which can inform the perennial debate on these issues.
Analogies are drawn between the “hard problem” of philosophy of mind (Chalmers, 1996) consisting in the attempts to reconcile mental and physical phenomena and the similarly long-standing intractability of a core problem in vocational... more
Analogies are drawn between the “hard problem” of philosophy of mind (Chalmers, 1996) consisting in the attempts to reconcile mental and physical phenomena and the similarly long-standing intractability of a core problem in vocational education and training (VET) concerning the vocational/academic divide and the inferior status of vocational studies in systems of education. Previous reconciliation strategies in relation to upgrading vocationalism have included recommendations for VET curriculum and assessment reform, changes in the nature and organisation of apprenticeships, new forms of partnerships between employers and trainers, and suggestions for alternative philosophical perspectives on the nature of work, training and education. Staying mainly within this latter philosophical domain, it is suggested here that recent work on conceptions of craft and craftworking – particularly the links between intellectual, ethical and manual activity (Sennett, 2009; Crawford, 2009; Marchand, 2016) – offer valuable insights which can inform the perennial debate on these issues. Reflections on the central problems in consciousness studies (Strawson, 2016) may also help to illuminate the re-imagining and potential dissolution of the traditional dualisms of theory and practice, thinking and doing, the intellectual and the practical which are at the heart of the vocational/academic divide.
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Chalmers, D. (1996) The Conscious Mind (Oxford, Oxford University Press)
Crawford, Matthew B. (2009). Shop Class as Soulcraft: An Inquiry into the Value of Work (New York, Penguin Press)
Marchand, Trevor H.J. (Ed)(2016) Craftwork as Problem Solving (Farnham, Ashgate)
Sennett, R.(2009) The Craftsman (London, Penguin Books)
Strawson, G. (2016) Consciousness Isn’t a Mystery. It’s Matter.; New York Times, 16/5/16 (http://www.nytimes.com/2016/05/16/opinion/consciousness-isnt-a-mystery-its-matter.html; accessed 6/10/16
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Chalmers, D. (1996) The Conscious Mind (Oxford, Oxford University Press)
Crawford, Matthew B. (2009). Shop Class as Soulcraft: An Inquiry into the Value of Work (New York, Penguin Press)
Marchand, Trevor H.J. (Ed)(2016) Craftwork as Problem Solving (Farnham, Ashgate)
Sennett, R.(2009) The Craftsman (London, Penguin Books)
Strawson, G. (2016) Consciousness Isn’t a Mystery. It’s Matter.; New York Times, 16/5/16 (http://www.nytimes.com/2016/05/16/opinion/consciousness-isnt-a-mystery-its-matter.html; accessed 6/10/16
Research Interests:
Recent philosophical and neuroscientific writings on the problem of free will have tended to consolidate the deterministic accounts with the upshot that free will is deemed to be illusory and contrary to the scientific facts (Blackmore... more
Recent philosophical and neuroscientific writings on the problem of free
will have tended to consolidate the deterministic accounts with the upshot that free will is deemed to be illusory and contrary to the scientific facts (Blackmore 2011; Harris 2012). Buddhist commentaries on these issues have been concerned in the main with whether karma and dependent origination implies a causal determinism which constrains free human agency or — in more nuanced interpretations allied with Buddhist meditation — whether mindfulness practice allows for the development of at least some potentially free volitions and actions (Harvey 2007; Repetti 2012). After examining some of the key arguments in this debate, it is suggested that the present moment attention and awareness central to mindfulness practice may offer a way out of the impasse presented by the alleged illusion of free will. The meditative spaciousness of non-judgmental, present-moment awareness can help to foster the capacity to transform those mental formations which
constrain autonomous thought and action. This conclusion is informed by the general thesis that free will is not a given — an innate aspect of the human condition — but, like wisdom or rationality, a potential quality of mind which may be developed through training, education and skilful means.
will have tended to consolidate the deterministic accounts with the upshot that free will is deemed to be illusory and contrary to the scientific facts (Blackmore 2011; Harris 2012). Buddhist commentaries on these issues have been concerned in the main with whether karma and dependent origination implies a causal determinism which constrains free human agency or — in more nuanced interpretations allied with Buddhist meditation — whether mindfulness practice allows for the development of at least some potentially free volitions and actions (Harvey 2007; Repetti 2012). After examining some of the key arguments in this debate, it is suggested that the present moment attention and awareness central to mindfulness practice may offer a way out of the impasse presented by the alleged illusion of free will. The meditative spaciousness of non-judgmental, present-moment awareness can help to foster the capacity to transform those mental formations which
constrain autonomous thought and action. This conclusion is informed by the general thesis that free will is not a given — an innate aspect of the human condition — but, like wisdom or rationality, a potential quality of mind which may be developed through training, education and skilful means.
Research Interests:
An critical analysis of the commodification of mindfulness practice by means of the McDonaldization process
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A critical account of the commodification and abuse of mindfulness practice through applications in the workplace and commercial marketing
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A justification of the new idealism in terms of its superiority to scientific materialism and an examination of its relationship to Eastern spiritual traditions.
Research Interests:
Jane Austen’s Emma has been identified as a core example of the bildungsroman – a novel charting the formative years of a person’s coming-of-age in terms of moral and spiritual development – and is, moreover, replete with fascinating... more
Jane Austen’s Emma has been identified as a core example of the bildungsroman – a novel charting the formative years of a person’s coming-of-age in terms of moral and spiritual development – and is, moreover, replete with fascinating incidents which serve as paradigm examples of moral enquiry into the nature and justification of actions and judgments The novel depicts the ethical and character formation of a socially privileged young woman who – in need of entertainment and worthwhile productive activity – seeks to fill her time by a series of ill-judged match-making projects which have wide-ranging consequences for the people involved. In the process, Emma’s moral development is revealed in a number of key episodes, and is guided by the social mores of the early 19th century under the tutelage of the more experienced and mature friend and neighbour, Mr. Knightley. This formative story displays the cultivation of particular kind of virtuous character – involving the movement from a self-regarding to an other-regarding approach to social life and relationships – not unlike the unselfing process recommended by writers and philosophers such as Iris Murdoch and Galen Strawson, as well as Buddhist mindfulness practitioners. Following an examination and analysis of some of the key themes in Austen’s novel, some lessons will be drawn for moral education theory and practice.