The Philosophy of Vocation

Frankena, William K.

doi:10.5840/thought197651439

Cited by 7 publications

(5 citation statements)

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“…It is, instead, the model of a broad liberal arts education, where the goal is to develop a cultivated "well-educated" mind. Five common purposes of a liberal education cited in the literature are (a) to enhance one's faculty of critical judgment; (b) to gain deeper self-understanding; (c) to liberate, or free people from narrow, distorted, or prejudiced views of the world; (d) to refine moral sensibilities, by challenging and strengthening one's convictions and sense of obligation to advance justice in this world; and (e) to build respect for the diversity of understandings of the good life for human beings and a commitment to reaching reasoned agreement about how we can best share a more decent and humane world (Anderson, 1993;de Nicolas, 1989;Frankena, 1965;Oakeshott, 1989). These purposes, I think, provide a better analogy for thinking about aims of health education.…”

Section: The Education Modelmentioning

confidence: 99%

Perspective: A New Ethic for Health Promotion: Reflections on a Philosophy of Health Education for the 21st Century

Buchanan

2006

Health Educ Behav

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This article describes two models for thinking about the purposes of health education-a medical model and an education model-and traces how concerns about the validity of research have driven preference for the medical model. In the medical model, the purpose of health education is to develop effective interventions that will prevent people from adopting unhealthy behaviors. Here, health educators are expected to replicate the methods identified by researchers to effect targeted changes in health behavior. The article then describes an alternative way of thinking about the purposes of health education. In pursuing a philosophy of education, the purpose of research and practice would be to clarify basic social values and to strengthen one's faculty for making value judgments. Practitioners here use research results as a stimulus for dialogue about the role of good health habits in living the kind of life that community members find most valuable. Keywords: ethics; health education; health promotion; philosophy; researchWhat is the purpose of health education? What are we trying to accomplish? The power and the promise of the new millennium beckoned us with new possibilities. Subsequent events have only heightened the need for reexamining our goals and asking ourselves anew about the good that we seek to achieve. This article offers reflections on the ends that we now seek and the ends that we should seek, with the aim of continuing a healthy debate.To get into these questions, I want to explore a potential tension inherent in the juxtaposition of the terms health and education. I want to describe two different models for thinking about what we are doing, a medical model and an education model, at once familiar yet with interesting contrasting characteristics. I want to suggest that the dominant metaphor for thinking about what we are doing in health education is now a kind of medical model, in the sense that the overarching goal of health education seems to be to develop more effective interventions, just like effective medical treatments. The vast bulk 290

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Section: The Education Modelmentioning

confidence: 99%

Perspective: A New Ethic for Health Promotion: Reflections on a Philosophy of Health Education for the 21st Century

Buchanan

2006

Health Educ Behav

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“…Even today people talk of vocation most frequently in the context of religious callings. However, purely secular uses of the term have developed, as we see from analyses by such philosophers as Hastings Rashdall and William K. Frankena. The account of vocation we rely on has in common with the Reformers’ account the idea that any role that benefits others and expresses virtue is a candidate for one's vocation.…”

Section: The Concept Of Vocationmentioning

confidence: 99%

The Slayer and the Slayerettes: Buffy and the Cluster Theory of Vocation

Hause

Larson

2020

The J of Popular Culture

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HE TELEVISION SERIES BUFFY THE VAMPIRE SLAYER INVITES ITS viewers to share in the central characters' discernment about what would be, for each of them, the most fulfilling life. 1 However, circumstances force Buffy and her friends to search for that answer without appeal to the typical categories of commercial society. Buffy's unique situation, especially her preternatural powers, makes her decidedly unsuited to traditional jobs. Despite her strength (or perhaps because of it), she fails at construction work. She is at sea as a high school counselor. Her stint at the Doublemeat Palace weighs her down and heightens her feelings of being dead. Her unsuitability for success in the business world comes into focus in "Flooded," when Anya suggests Buffy charge for slaying vampires. After all, she performs a "valuable service to the whole community" and so should "cash in." Everyone else sees all too easily why "supernatural hero" cannot serve as a viable job category, including Mr. Savitsky, the bank officer who refuses to give Buffy a loan even after she saves him from a demon attack. While members of Buffy's inner circle-Giles, Willow, and Xander-work in more traditional occupations (as librarian, student, and construction worker, respectively), these roles do not fulfill them. 2 Their deepest commitments in life are to the work they perform with Buffy. The show therefore invites viewers to think about life's fulfillment without appeal to the usual categories of commercial society. 3 Instead, it appeals to an idiom that is older and less familiar, once common but now generally reserved for religious contexts: that of vocation. One's vocation is not simply employment; it is an

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“…He said the hallmark of poverty and crimes in Nigeria is the level of unemployment among its active age citizen. According to [22], any connection between poor education and terrorism is indirect. It is evident that more educated people from privileged background are more likely to participate in politics, probably in part because political involvement requires some minimum level of interest, expertise, commitment to issues and effort, all of which are more likely if people are educated and wealthy enough to concern them with more than mere economic subsistence.…”

Section: Research Questionmentioning

confidence: 99%

“…This result supports the views of [10] and [25] who argued that there is a comprehensive perspective on the link between terrorism and poverty. According to [22], education is the largest sense in any act or experience that has a formative effect in the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skill and values from one generation to another.…”

Section: Research Questionmentioning

confidence: 99%

“…While Educere means to bring out, Educare means to nurture. Education therefore means leading out of the inborn powers and potentialities of the individuals as well as the acquisition of skills, aptitudes, and competencies necessary for self realization and for coping with life's challenges (Frankena, William, Raybeck, Nathan, Burbules, Nicholas [22]). But unfortunately, almost all Nigerian educationists have been trained to look for white collar jobs which are no longer there instead of receiving the kind of education that would bring out and develop the innate potentials of individuals.…”

Section: Psychological Approachmentioning

confidence: 99%

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Terrorism among Youths in Nigeria: Implication for National Stability and Integration

Animasahun¹

2015

OALib

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Youth violence, terrorism and gangsterism had seriously affected on Nigeria's security, economy and social development. This study appraised terrorism among youths in Nigeria, looking at poor education, unemployment and poverty as some of the specific identified factors prompting the menace. The survey research design was adopted for this study. Data were collected from both primary and secondary sources. Multistage simple systematic random sampling technique was adopted in administering a questionnaire consisting four validated instruments to 300 youths (150 males and 150 females) in the study area. Secondary sources of data included the report of United Nations Secretary General 2003, poverty rate, unemployment level and damage incurred due to violence and terror attack. Pearson product moment correlation and multiple linear regression analysis were used in testing the stated research questions and hypotheses. The result of the findings in research question (1) showed that there was a significant positive relationship between independent variables (poverty, unemployment and poor education) and dependent variable (terrorism) among youths in Nigeria: poverty (r = 0.812, P < 0.05), unemployment (r = 0.835, P < 0.05), and poor education (r = 0.829, P < 0.05). The second research question as confirmed by the study showed that there was combined effect of poverty, unemployment and poor education on terrorism (Adj. R 2 = 0.748 = 75% of the variance at P < 0.05, df = 3/269). The result of the third research question also showed that there was a relative contribution of the independent variables to the explanation of the dependent variable; poverty (β = 0.384, t = 7.584, P < 0.05) followed by unemployment at (β = 1.585, t = 3.264, P < 0.05), and poor education at (β = 1.006, t = −2.213, P < 0.05) in that order. The study demonstrated that poverty, unemployment and poor education were very strong factors contributing to the rate of terrorism in Nigeria with unemployment ranking highest. The study recommended that various kinds of poverty reduction strategies and empowerment should be put in place to reduce the rate of poverty in the society. Mass education, nomadic, adult education, among others need to be vigorously pursued to enlighten the people against all sort of nefarious activities and criminal act. Furthermore, there must be a public education on prints media, church, mosque and other means on need for youth to eschew violence,

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The Philosophy of Vocation

Cited by 7 publications

References 0 publications

Perspective: A New Ethic for Health Promotion: Reflections on a Philosophy of Health Education for the 21st Century

Perspective: A New Ethic for Health Promotion: Reflections on a Philosophy of Health Education for the 21st Century

The Slayer and the Slayerettes: Buffy and the Cluster Theory of Vocation

Terrorism among Youths in Nigeria: Implication for National Stability and Integration

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