Vocation-Oriented Professional Education: Between Cultivating a Talent and Hearing the Call
In European higher education, talent-oriented or strength-based education is emerging as a new discourse surrounding the practice of educating for the professional workplace. This approach stresses the role of the personal in the professional, and consequently that personal development and personal...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2017]
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| In: |
Christian higher education
Year: 2017, Volume: 16, Issue: 1/2, Pages: 33-46 |
| RelBib Classification: | CF Christianity and Science ZF Education |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a In European higher education, talent-oriented or strength-based education is emerging as a new discourse surrounding the practice of educating for the professional workplace. This approach stresses the role of the personal in the professional, and consequently that personal development and personal flourishing are integral to the professional development of students. In this article, we consider how this orientation resonates with, and even can be a part of, Christian-inspired approaches to higher professional education. Therefore, we first consider this rather recent discourse on talent-oriented education as a part of longstanding pedagogical traditions of professional formation in general; these traditions have stressed the importance of interactions between the "inner" and the "outer" world. Subsequently, we consider the talent-oriented approaches in light of the vocational theories of John Dewey and Eduard Spranger to highlight the focus on the individual development implied in the talent approach. Finally, we examine the relation of the talent approach and vocational theories vis-à-vis Christian notions of professional formation and, specifically, the Christian concept of calling. In the conclusion, we consider the potential and implications of the underlying assumptions and conceptual fundaments of a talent-oriented education for the practice of Christian higher education for professionals. | ||
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