Terry Hyland
Biographic Data
| ID | 3913391 |
|---|---|
| NAME | Terry Hyland |
| GIVEN NAMES | Terry |
| FAMILY NAME | Hyland |
| SIGNATURE | HYLAND T |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0001-8539-8211 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 57 |
| WORKS AS AUTHOR | 25 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
The Divided Brain, Metaphysical Idealism, and Buddhist Mindfulness Practice
The exponential expansion of mindfulness-based applications in education, psychology and psychotherapy, workplace training and mind/body well-being 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 changes in the brain structure and function of participants following mindfulness-based …
The Repair Shop
Against the background of yet more evidence of the low standing of vocational education and training in the English education system (Owen 2018), it is refreshing, if a little surprising, to learn
Through a Glass Darkly
The Limits of Mindfulness
Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a r…
On the Contemporary Applications of Mindfulness
Journal Article On the Contemporary Applications of Mindfulness: Some Implications for Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Philosophy, Free University of Ireland, Dublin 7, Ireland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 170–186, https://doi.org/10.1111/1467-9…
The science delusion
Reconstructing Vocational Education and Training for the 21st Century
The unfavorable comparisons between English and European vocational education and training (VET) systems made in the Wolf Report—and indeed in many national reviews of VET in Britain since the Royal Commission on Technical Education reported in 1884—point toward the low status of vocational pursuits in the United Kingdom compared with that in Continental Europe and elsewhere. In the light of these cultural differences, it is unlikely that structu…
Mindfulness, Free Will and Buddhist Practice
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 nu…
Moral Education, Mindfulness, and Social Engagement
Although there have recently been indications in U.K. educational policy and practice of a movement away from the dominance of economic capital and employability as primary goals of education and toward social capital with an emphasis on the affective domain and greater concerns with personal and social well-being, the prevailing instrumentalist and economistic function of learning still reigns supreme. Moreover, even though the neo-liberal hegem…
Buddhist practice and educational endeavour
A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in th…
Mindfulness and the myth of mental illness
Over the past 60 years Thomas Szasz (1960, 1961[1974], 2008) 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 disor…
Mindfulness, adult learning and therapeutic education
Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
Mindfulness and the Therapeutic Function of Education
Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
Third way values and post-school education policy
Analyses of emerging New Labour policy and practice in the post-compulsory education and training sector have been centrally concerned with the role of 'third way' values and politics in the formulation and development of projects and initiatives. Alternative interpretations of the 'third way' conception are examined and located against the background of some flagship schemes, particularly the New Deal Welfare to Work and the University for Indus…
Changing Conceptions of Lifelong Learning
Journal Article Changing Conceptions of Lifelong Learning Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry, CV4 7AL Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 2, July 1999, Pages 309–315, https://doi.org/10.1111/1467-9752.00139 Published: 16 December 2002
Lifelong learning and the ‘New Deal’ vocationalism
The success of the New Deal policies of the current Labour administration – particularly the Welfare to Work and University for Industry initiatives – will depend crucially on the co-operation of the vital small and medium-sized enterprises (SME) sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training (VET) efforts and the vocational qualificatio…
Reconsidering Competence
Journal Article Reconsidering Competence Get access Terry Hyland Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Correspondence: Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 1997, Pages 491–503, https://doi.org/10.1111/1467-9752.…
Professionalism, ethics and work‐based learning
Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are critici…
Professionalism, Ethics and Work-Based Learning
Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are critici…
GNVQs and the Postschool Curriculum
Some 90 percent of higher education institutions have now apparently agreed to accept general national vocational qualifications (GNVQs) as entry qualifications, and there are currently some 82,000 students registered for the new qualifications in 1,400 centers [Nash, 1994]. There can be no doubt about the interest in and enthusiasm for GNVQs in the further education sector. Our own research at Warwick [Hyland & Weller, 1994] funded by the Univer…
Morality, Work and Employment
The marginalisation and neglect of values education at school level in England as a result of the pressures of the National Curriculum has been paralleled in post‐16 education by the spread of the competence‐based education and training (CBET) strategy which underpins the increasingly influential work of the National Council for Vocational Qualifications (NCVQ). This approach to vocational education and training (VET), if it allows for attention …
Experiential learning, competence and critical practice in higher education
The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of …
Competence, Knowledge and Education
Journal Article Competence, Knowledge and Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry CV4 7AL, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 27, Issue 1, July 1993, Pages 57–68, https://doi.org/10.1111/j.1467-9752.1993.tb00297.x Published: 30 May 2006
Disability and the Moral Point of View
It is argued that discussions of disability need to be located within a clearly-defined moral framework if the rights of disabled people as members of the community are to be translated into society's duties in respect of those rights. An ethical system based on modern versions of utilitarianism is suggested as a moral framework, and this is supplemented by prescriptions based on the notions of social justice and respect for persons. Finally, it …
Open Plan — Open Education
Mindfulness and the Therapeutic Function of Education
Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
The Limits of Mindfulness
Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a r…
Reconsidering Competence
Journal Article Reconsidering Competence Get access Terry Hyland Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Correspondence: Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 1997, Pages 491–503, https://doi.org/10.1111/1467-9752.…
Competence, Knowledge and Education
Journal Article Competence, Knowledge and Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry CV4 7AL, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 27, Issue 1, July 1993, Pages 57–68, https://doi.org/10.1111/j.1467-9752.1993.tb00297.x Published: 30 May 2006
On the Contemporary Applications of Mindfulness
Journal Article On the Contemporary Applications of Mindfulness: Some Implications for Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Philosophy, Free University of Ireland, Dublin 7, Ireland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 170–186, https://doi.org/10.1111/1467-9…
Mindfulness, adult learning and therapeutic education
Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
Open Plan — Open Education
Third way values and post-school education policy
Analyses of emerging New Labour policy and practice in the post-compulsory education and training sector have been centrally concerned with the role of 'third way' values and politics in the formulation and development of projects and initiatives. Alternative interpretations of the 'third way' conception are examined and located against the background of some flagship schemes, particularly the New Deal Welfare to Work and the University for Indus…
Professionalism, ethics and work‐based learning
Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are critici…
Changing Conceptions of Lifelong Learning
Journal Article Changing Conceptions of Lifelong Learning Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry, CV4 7AL Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 2, July 1999, Pages 309–315, https://doi.org/10.1111/1467-9752.00139 Published: 16 December 2002
Open Plan — Open Education
Disability and the Moral Point of View
It is argued that discussions of disability need to be located within a clearly-defined moral framework if the rights of disabled people as members of the community are to be translated into society's duties in respect of those rights. An ethical system based on modern versions of utilitarianism is suggested as a moral framework, and this is supplemented by prescriptions based on the notions of social justice and respect for persons. Finally, it …
Competence, Knowledge and Education
Journal Article Competence, Knowledge and Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry CV4 7AL, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 27, Issue 1, July 1993, Pages 57–68, https://doi.org/10.1111/j.1467-9752.1993.tb00297.x Published: 30 May 2006
Experiential learning, competence and critical practice in higher education
The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of …
Morality, Work and Employment
The marginalisation and neglect of values education at school level in England as a result of the pressures of the National Curriculum has been paralleled in post‐16 education by the spread of the competence‐based education and training (CBET) strategy which underpins the increasingly influential work of the National Council for Vocational Qualifications (NCVQ). This approach to vocational education and training (VET), if it allows for attention …
Professionalism, ethics and work‐based learning
Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are critici…
Professionalism, Ethics and Work-Based Learning
Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are critici…
GNVQs and the Postschool Curriculum
Some 90 percent of higher education institutions have now apparently agreed to accept general national vocational qualifications (GNVQs) as entry qualifications, and there are currently some 82,000 students registered for the new qualifications in 1,400 centers [Nash, 1994]. There can be no doubt about the interest in and enthusiasm for GNVQs in the further education sector. Our own research at Warwick [Hyland & Weller, 1994] funded by the Univer…
Reconsidering Competence
Journal Article Reconsidering Competence Get access Terry Hyland Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Correspondence: Terry Hyland Dept. of Continuing Education. University of Warwick, Coventry CV4 7AL, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 1997, Pages 491–503, https://doi.org/10.1111/1467-9752.…
Lifelong learning and the ‘New Deal’ vocationalism
The success of the New Deal policies of the current Labour administration – particularly the Welfare to Work and University for Industry initiatives – will depend crucially on the co-operation of the vital small and medium-sized enterprises (SME) sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training (VET) efforts and the vocational qualificatio…
Changing Conceptions of Lifelong Learning
Journal Article Changing Conceptions of Lifelong Learning Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Continuing Education, University of Warwick, Coventry, CV4 7AL Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 2, July 1999, Pages 309–315, https://doi.org/10.1111/1467-9752.00139 Published: 16 December 2002
Third way values and post-school education policy
Analyses of emerging New Labour policy and practice in the post-compulsory education and training sector have been centrally concerned with the role of 'third way' values and politics in the formulation and development of projects and initiatives. Alternative interpretations of the 'third way' conception are examined and located against the background of some flagship schemes, particularly the New Deal Welfare to Work and the University for Indus…
Mindfulness and the Therapeutic Function of Education
Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
Mindfulness, adult learning and therapeutic education
Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives co…
Mindfulness and the myth of mental illness
Over the past 60 years Thomas Szasz (1960, 1961[1974], 2008) 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 disor…
Moral Education, Mindfulness, and Social Engagement
Although there have recently been indications in U.K. educational policy and practice of a movement away from the dominance of economic capital and employability as primary goals of education and toward social capital with an emphasis on the affective domain and greater concerns with personal and social well-being, the prevailing instrumentalist and economistic function of learning still reigns supreme. Moreover, even though the neo-liberal hegem…
Buddhist practice and educational endeavour
A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in th…
The science delusion
Reconstructing Vocational Education and Training for the 21st Century
The unfavorable comparisons between English and European vocational education and training (VET) systems made in the Wolf Report—and indeed in many national reviews of VET in Britain since the Royal Commission on Technical Education reported in 1884—point toward the low status of vocational pursuits in the United Kingdom compared with that in Continental Europe and elsewhere. In the light of these cultural differences, it is unlikely that structu…
Mindfulness, Free Will and Buddhist Practice
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 nu…
On the Contemporary Applications of Mindfulness
Journal Article On the Contemporary Applications of Mindfulness: Some Implications for Education Get access Terry Hyland Terry Hyland Correspondence: Terry Hyland, Department of Philosophy, Free University of Ireland, Dublin 7, Ireland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 2, May 2015, Pages 170–186, https://doi.org/10.1111/1467-9…
Through a Glass Darkly
The Limits of Mindfulness
Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a r…
The Repair Shop
Against the background of yet more evidence of the low standing of vocational education and training in the English education system (Owen 2018), it is refreshing, if a little surprising, to learn
The Divided Brain, Metaphysical Idealism, and Buddhist Mindfulness Practice
The exponential expansion of mindfulness-based applications in education, psychology and psychotherapy, workplace training and mind/body well-being 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 changes in the brain structure and function of participants following mindfulness-based …
Psychology (20 works) · Sociology (20 works) · Pedagogy (16 works) · Political science (15 works) · Law (11 works) · Mindfulness and Compassion Interventions (11 works) · Mindfulness (10 works) · Epistemology (9 works) · Psychotherapist (9 works) · Social Psychology (9 works)