In a market economy, members of professions—or at least those for whom their profession is a vocation—are vulnerable to a distinctive kind of objectionable exploitation, namely the exploitation of their vocational commitment. That they are vulnerable in this way arises out of central features both of professions and of a market economy. And, for certain professions—the care professions—this exploitation is particularly objectionable, since, for these professions, the exploitation at issue is not only exploitation of the professional’s vocational commitment but (...) also of her even more basic commitment to morality. (shrink)

Thomas Aquinas’ account of religious vocation has been interpreted as involving a qualified duty, where ordinary people fall short of living up to the moral ideal of becoming a monk or nun. Such an account of religious vocation makes a hash of Aquinas’ thought and misses important aspects of his ethics. Aquinas holds that religious life is praiseworthy, but not morally required, because there are multiple sources of normativity. I conclude by proposing that, while elements of Aquinas’ notion (...) of supererogation might be shared with other traditions in virtue ethics, his theological commitments are central to his notion of supererogation. (shrink)

This is a translation of Moses Mendelssohn's and Thomas Abbt's letters regarding the human vocation.

Weber's 'science as a vocation' has often been viewed as a therapeutic concept with no functional significance in the fully bureaucratized and professionalized modern science. However, development in the philosophy of science in the last century, especially the Kuhn thesis of the discontinuity of scientific progress and the Duhem-Quine thesis of underdetermination, shows that Weber's distinction between science as a vocation and science as a profession (career) can potentially answer one of the oldest questions in science studies: What (...) makes scientific breakthroughs possible? (shrink)

A critical analysis of the Ukrainian experience of vocational training of personnel is conducted in the work. The statistics data on the number of employees who participated in vocational training activities during 2016-2018 are presented and analyzed. Based on the analysis, the main reasons for the low interest of Ukrainian business owners in the personnel vocational training were identified. In the work, the author also has highlighted the factors that restrain and activate the development of vocational training of personnel at (...) Ukrainian enterprises. In order to increase the efficiency of professional development of personnel at Ukrainian enterprises, the author proposes to use modern methods for this purpose. Because traditional methods do not produce the desired results. Ukrainian enterprises need to invest in staff training, which is the main reserve for improving their performance. (shrink)

Johann Fichte gave a lecture on The Vocation of the Scholar. The article explores its applicability for the Vocation of the Christian Scholar.

This study focused specifically on determining the extent to which duration of vocational training influence university respectively. In achieving this, two research questions were raised and two research hypotheses were formulated to guide the study. The study adopted a descriptive survey design. The pop study include a total of 123 baking business and 208 computer business centres in the Area. Out of this population, a proportionate stratified sampling technique was used to select 10% resulting in the selection of 12 baking (...) and 21 computer adopted to select 36 and 63 graduate respectively, resulting in a sample of 99 respondents. A rating scale was used as the instrument for data collection. The instrument was administered by the researchers. The data obtained, were analysed using descriptive statistics, while the hypotheses were tested at .05 level of significance using one analysis of variance (One vocational training influenced university graduates job performance in baking and computer business enterprises respectively. Discussions, conclusion and recommendation were all made based on the findings of the study. (shrink)

This study delved into the Senior High School Technical-Vocational-Livelihood (TVL) track in Bohol Province for the 2022-2023 school year, aiming to evaluate policy implementation, recognize barriers, and propose interventions. Employing a mixed-method approach, integrating quantitative-descriptive surveys and qualitative-descriptive research methods as recommended by Creswell and Plano Clark (2017), the findings unveiled a predominantly positive perception of policy implementation across various dimensions of the TVL track. These encompass curriculum development, teacher training, resource allocation, industry partnerships, assessment and evaluation, student support services, (...) monitoring and quality assurance, policy adaptation and improvement, stakeholder engagement, legal framework and compliance, data collection and analysis, and inclusivity and equity. Despite variations among teachers and administrators, a general commitment to policy implementation emerged. The study identified barriers in curriculum and instruction, readiness and preparedness, resource limitations, and teaching and learning, emphasizing evidence-based strategies and interdisciplinary approaches to surmount challenges. It underscores the crucial role of research and policy development in elevating the quality and efficacy of TVL education. (shrink)

Contra widespread readings of Karoline von Günderrode’s 1805 “Idea of the Earth ” as a creative adaptation of Schelling’s philosophy of nature, this article proposes that “Idea of the Earth” furnishes a moral account of the human relation to the natural world, one which does not map onto any of the more well-known romantic or idealist accounts of the human-nature relation. Specifically, I argue that “Idea of the Earth” responds to the great Enlightenment question concerning the human vocation, but (...) from a distinctive romantic-idealist angle. I begin by demonstrating the influence of Fichte’s 1800 Vocation of Humanity on Günderrode’s thinking, which involves an investigation of both Fichte’s text and Günderrode’s critical response to it. I then turn to “Idea of the Earth” where I analyse Günderrode’s understanding of nature and the self in light of her critique of Fichte, and thereby distinguish her position from Fichte’s and from the position espoused by her fellow romantics and idealists. By reading “Idea of the Earth” alongside Fichte’s text and Günderrode’s remarks on it, this article sheds new light on both Günderrode’s understanding and defence of Naturphilosophie – against Fichte’s critique of it – and her distinctive contribution to romantic philosophies of nature. (shrink)

: The debate between proponents of ideal and non-ideal approaches to political philosophy has thus far been framed as a meta-level debate about normative theory. The argument of this essay will be that the ideal/non-ideal debate can be helpfully reframed as a ground-level debate within normative theory. Specifically, it can be understood as a debate within the applied normative field of professional ethics, with the profession being examined that of political philosophy itself. If the community of academic political theorists and (...) philosophers cannot help us navigate the problems we face in actual political life, they have not lived up to the moral demands of their vocation. A moderate form of what David Estlund decries as “utopophobia” is therefore an integral element of a proper professional ethic for political philosophers. The moderate utopophobe maintains that while devoting scarce time and resources to constructing utopias may sometimes be justifiable, it is never self-justifying. Utopianism is defensible only insofar as it can reasonably be expected to help inform or improve nonutopian political thinking. (shrink)

“Science as a Vocation” describes an ideal of scholarship for a vanished world. Images of the past university still color our idea of the university. Weber dispelled illusions about the university of his own time, and pointed to its cruelty and irrationality. Veblen did something similar for the American university of his time, defended a similar ideal, and foresaw the effects of disciplinarization and the quantification of academic life. They both provide insights into the ways in which the autonomy (...) of academic inquiry has been transformed, and the price that has been paid for the present forms of autonomy. But a consideration of these changes also reveals the reasons for the change in academic values over the last century and what has been lost. (shrink)

This paper discusses the rhetorical problems teachers face in presenting Socratic activity to students, and it then argues that parallel problems arise in presenting liberal education to many academic colleagues. Given the nature of philosophy and the nature of expertise in today’s academy, most academics will not understand, and perhaps be hostile to, philosophy, and philosophers may sometimes seem to them both arrogant and ignorant. The contemporary academy, dominated by assumptions Weber articulates in "Science as a Vocation," does not (...) make room for philosophical activity and practitioners of philosophy in the classroom (in various departments) must adopt rhetorically appropriate postures in order to create safe spaces for Socratic activity. (shrink)

In this paper, I argue that Descartes developed an early theory of happiness, which he rhetorically claimed to have stemmed from his choice of vocation in 1619. I provide a sketch of his theory in the Discours, noting, however, some problems with the historicity of the text. I then turn to his Olympica and associated writings that date from this period, where he literally asked, “What way in life shall I follow?” I take Descartes’ dreams as allegorical and provide (...) an interpretation of his curious claim that poets are better equipped to discover truth than philosophers, made at a time when he chose to become a philosopher and not a poet. My way out of this conundrum is to identify in this text a philosophical psychology that I argue is consistent with the Regulae and the Discours, is part of what he took to be his “foundation of the wonderful science,” and is the essence of his early theory of happiness. (shrink)

This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment guide of TESDA was (...) used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling. (shrink)

My ultimate concern in this research is to investigate the culture of fear that we live in and how it impacts our vocational callings. Why the fear of failing can be immobilizing, or can paralyze us to do nothing, and therefore fall a prey to inner devastation between fulfilling our self-image belief and securing our daily responsibilities. This fear goes harshly against the inner psychological need that drives us to maximize our personal abilities and resources which may vary from one (...) person to another. Ironically implementing the basics of organizational psychology aims to increase productivity and develop and train employees professionally. Instead there must be a huge consideration to the varied work stress that derives many to fall into deep depression. In this study I try to come closer to a clearer picture of what triggers this fear stress; is it work load or the way managers approach employees? Does a narcissist manager or any other person aggravate this stress by feeding an environment of fear that paralyzes others’ talents and capabilities? Is every individual responsible for fencing his own boundaries from any external fear threat that may attack him? Or the real threat comes from one’s own inner thoughts, supposing that we could easily block outer irritations. (shrink)

In the paper, the current state and trends of the use of AR technologies in the transport industry and in future specialists' vocational training processes have been reviewed and analyzed. The essence and content of the AR technologies relevant to the transport industry have been clarified. The main directions of the AR introduction for the various spheres of the transport industry including design and tuning, mechanical and automotive engineering, marketing and advertising, maintenance and operation, diagnostics and repair of cars have (...) been determined. The AR mobile apps market and the features of the mobile apps with AR have been outlined. The pedagogical terms of effective organizing the students' cognitive activity for transport industry via AR technologies have been determined and researched, namely: to provide each student with the position of an active actor of study and cognitive activity, to switch the study information in a mode of the project activity, the educational content professionalization and to teach students to use the modern ICT purposefully, to manage students' cognitive process by means of ICT. The methodology of using mobile apps with AR in students' vocational preparation process for the transport industry has been presented. It covers the system of educational tasks, updated content of lectures, practical and laboratory classes for specialized disciplines. (shrink)

The paper presents the content, as well as approaches to the use in the educational process of the author’s Electronic educational methodical complex (EEMC) “Construction of car”. The course is created for students of the speciality 015 Professional education (Transport, the operation and repairing of automobiles). Its content covers general topics including the study of a car engine, electrical equipment and automotive driveline. The created electronic course embraces, in addition to textual material, illustrations, dynamic models, instructions, manuals, textbooks, reference books (...) and glossaries, test material for each topic. Its possibilities of application during lectures, in the course of performing 15 laboratory works, organizing test control of knowledge, as well as for managing students’ independent study activities have been shown. Approaches to expert evaluation of the developed electronic study course by 11 criteria have been disclosed. The directions for further improvement of the content and methods of organizing the study and cognitive activity of students when using the course have been highlighted. These include the organization of level assimilation of the material, the creation of an individual educational trajectory of students. A rather high assessment of the developed author’s course received from experts allows it to be used in the system of vocational preparation specialists in the transport area of expertise. (shrink)

In an effort to promote the development of skills among Vocational and Technical students of Colleges of Education (COEs) in Nigeria, this article focused on the evaluation of the most suitable means of financing Technical and Vocational Education and Training (TVET) amidst dwindling economy. The study employed a descriptive survey research design. Mean and standard deviation was used to answer the research questions while Analysis of Covariance (ANOVA) were used to test the hypothesis at .05 level of significance. The researcher (...) solicited for data from six Head of Departments (HOD), 34 Lecturers and five Directors of Academic Planning (DAP) of five COEs to provide answers to the most suitable methods of funding TVET. The instrument for the data collection was a structured questionnaire. The reliability of the instrument was determined using Cronbach alpha method which yielded Cronbach alpha coefficient of .87. The findings revealed that poor funding of the TVET sector in the COEs in North Central Nigeria had compromised the delivery of quality TVET. Hence, Government grants and Provision of special TVET TETFund among others were identified as the suitable means of funding TVET in COEs. It was recommended that adopting a germane source of financing TVET as identified in the current study would go a long way in sustaining TVET toward efficient production of graduates for the world of work. The findings would positively contribute towards resolving a myriad of financing challenges that are ravaging COE training providers to change TVET systems to yield the desired developmental outcomes. (shrink)

This research explores the “ History of Vietnamese Vocational Educational and Training (VET) since 1954”. It provides policymakers, educators, and administrators with a review of Vietnam’s VET models through three significant periods, 1954 to 1975, 1976 to 1985, and 1986 to the present. The research was conducted at 13 vocational schools of 13 provinces and cities in Vietnam. Data were collected from documentary and interview data. Participants were former and current MOLISA policymakers and managers, current and former DOLISA officials, former (...) and current principals and head teachers of vocational schools from 13 provinces and cities of Vietnam. They were selected using the snowball method, where initial participants recommend the potential subsequent participants. Findings show that the informal VET model originating from the ancient past in the form of the traditional vocational village undeveloped to establish the formal VET model in Vietnam. It was not until the beginning of the 19th century when the French invaded Vietnam and set up the first vocational school system, that the formal VET model was formed. Since 1954 Vietnamese VET has experienced three different models. From 1955 to 1975 Vietnam was divided into two different political areas: in South Vietnam, the VET system was based on the French VET model. Whereas, the VET system of North Vietnam followed the model of the Union of Soviet Socialist Republic (USSR). After Vietnam was unified in 1975, the VET model of North Vietnam was applied across the country and the VET model of South Vietnam was replaced. Since 1986, the Vietnamese government has implemented a Doi Moi policy (the renewal policy), and the Vietnamese VET system has transferred from the USSR’s VET model to the German dual model. -/- The Vietnam government has been faced challenges in implementing this model. Findings show that these challenges partially came from the history of the Vietnamese VET development. It was not until 1969 when the Vietnamese government established the General Department of Technical Workers Training (GDTWT) to design and manage the VET system, that the public VET system in Vietnam was officially founded. During the period of 1975 to 1986, under the support of the USSR, the Vietnamese VET system was influenced by the USSR’s VET style, which was subsidised and attached to the plans of the state economy. Although the Vietnamese government implemented a Doi Moi policy (the renewal policy) in 1986, which transitioned from a subsidised to market economy, the VET system was not reformed to meet the demands of market economy. It was not until 1991, the Vietnamese government VET policies aimed to modernise its VET system to meet the needs of a market economy. It was further delayed until 2006 when the law of VET was issued, and the public VET system in Vietnam was standardised. Since 2016, to modernise the VET system, the Vietnamese government has cooperated with the Australian government to develop a dual model in Vietnam. This study provides an overall look of Vietnamese VET development through its three historical periods, 1954 to 1975, 1976 to 1985, 1986 to the present. (shrink)

Aim: This study determined the relationship of the assessment of the respondents on the work environment through the dimensions of physical aspects and job dimensions and how they contribute to the effectiveness of administrators as assessed by the teachers at Liming Vocational University. -/- Methodology: A descriptive method of research was used in this study. This study was conducted at Liming Vocational University in China. The respondents of the study are the 666 teachers from Liming Vocational University. -/- The researcher (...) utilized a self- constructed survey questionnaire. -/- Results: Based on the results, an over-all mean value of 3 .80 reveals that the subject organization is very effective based on the assessment of the teacher respondents. The study also reveals that there were no significant differences in the assessment of the teacher respondents on the organizational effectiveness when they are grouped according to age, educational attainment, and length of service as teachers. The results indicate that in terms of the physical aspects of work environment, demand quality, and social interaction were the most conducive aspects as observed by the teacher respondents. Furthermore, physical aspects in terms of diversity of stimulation, and changeability were found to be moderately conducive as perceived by the teachers. Visibility, on the other hand, it was also observed by the teachers to be moderately conducive, however, it was found to be the least assessed by the respondents among the five physical aspects of work environment. -/- Conclusion: While teacher respondents are mostly young, they have at least earned master’ s degree or have earned units in their Doctoral degree program, and have been in the service as teachers for not quite long. Symbolic identification, fairness and satisfaction, and employee involvement were very effective in the eyes of the teachers, while task instrumentality seems to be the least effective in the organization. Respondents have relatively the same assessment on the organizational effectiveness regardless of their age, educational level they have attained, and length of service as teacher. While job dimension aspect of work environment was felt by the teachers to be very conducive, physical aspects of it was observed by the teachers to be less conducive. Teachers have less felt the visibility of their educational leaders through work job, as well as their ability to find ways and means to improve resources of the organization. Respondents have relatively the same assessment on the physical and job dimension aspects of work environment regardless of their age, educational level they have attained, and length of service as teacher. It can be said that physical aspects of work environment can somehow affect the organizational effectiveness, while job dimension aspects of it was not found to have significant impact on achieving the organization’ s objectives. (shrink)

Many natural scientists of the past and the present have imagined that they pursued their activity according to its own inherent rules in a realm distinctly separate from the business world, or at least in a realm where business tended to interfere with science from time to time, but was not ultimately an essential component, ‘because one thought that in science one possessed and loved something unselfish, harmless, self-sufficient, and truly innocent, in which man’s evil impulses had no part whatever’, (...) as Nietzsche once commented (Nietzsche 1974, p.106). With the extreme technological changes that have occurred in the last fifty years and the orchestrated management changes in the culture of science, it is now obvious that science is intimately tied to private businesses, industry, and society. Within this structure, the scientist has generally unknowingly defined him or herself in accordance with obsolete myths that have tended to handicap the scientist’s freedom of action, by obscuring the modern political and economic realities of science, and neglecting the inherent responsibilities of the scientist as a critical actor in the theater of human civilization. The increasing incorporation of academic science and private industry, and the governmentally supervised nature of modem academic science, has corrupted the traditional freedom and character of the scientist. In order to navigate oneself and find meaning within the new structure of science, scientists now desperately need a fresh ethos that at once considers modern realities of the politics and management of science, societal urgencies, and global politics, as well as establishing a moral perspective where modern scientists can be actors with their own intentionality and responsibility. -/- In the culture of science, myths and ideologies are of critical importance for the formation of the scientist, because these ideas determine how scientists conceive of themselves as professionals and free individuals. More importantly, these ideas determine how scientists approach scientific activity, which exists in a social context, and which ultimately has the potential to dramatically change the characteristics of civilization as it is played out on the political and technological battlefield. It is a commonly held notion in the community of the natural sciences that science now is essentially what it was when it was described by the Nobel laureates of the past; those sweet, cushioning, pleasant words consecrating the ‘temple of science’; the picture of a humble, rational, and noble Einstein is imprinted into our memories. By dismantling these obsolete myths of the scientist and surveying contemporary trends in science, this article will explore a more realistic perspective toward the field of science. The goal of this investigation is to determine the modern reality and ultimate meaning of ‘science as a vocation’ (Shorett 2003). Finally, moral philosophy will be demonstrated to be a critical clement in the self-assertion of the scientist and the elucidation of the meaning of science as a vocation in a global technological society. -/- From the Postscript, 2015: This article took final form when I was a postdoctoral researcher in Canada. Reading it now, I recognize the article still has value, despite its many flaws, hyperboles, and idealism. Many issues in the article have become increasingly relevant, such as the need to make constant trade-offs in courses of action and continuously search for more morally significant research paths. Perhaps the greatest goals in writing the article were to increase intellectual control over the path of my scientific research, to escape the increasing conformity and constraints on modern life, to participate in an open society, to formulate my personal goals and goal hierarchies, to dispel any delusions of overconfidence, and to not be corrupted. (shrink)

This study set out to look into the relationship between metacognitive reading strategies and reading comprehension of Grade 11 Technical-Vocational-Livelihood modular distance learners of Pasay City East. A correlational research design was employed. The Metacognitive reading strategies served as the dependent variable while reading comprehension served as an independent variable. Random sampling was used to select the 116 respondents and MARSI R and McCall Crabbs Reading Proficiech test were the instruments. The findings of this study show a weak relationship between (...) metacognitive awareness of reading strategies and reading comprehension and the unachieved grade level which failed to reject the hypothesis that there was no significant relationship of metacognitive reading strategies and reading comprehension for Global and Problem-Solving reading strategies. It recommended that future researchers should employ other reading comprehension proficiency tests to validate the result of the existing study and include intervention through the utilization of metacognitive reading strategies as the appropriate strategy to address reading comprehension. (shrink)

When discussing the problem of evil, philosophers often distinguish between physical evil (harm caused within the natural world such as natural disasters, disease, and the like), and moral evil (harm caused by human agency). Mapping this traditional distinction is mapped onto the third section of Fichte’s The Vocation of Man would at first seem fairly straightforward: for Fichte, evil arising from nature occurs through “blind mechanism” and is unfree; in contrast, evil done by human beings arises out of free (...) agency. The answer may be more complicated, however, in two different ways. First, Fichte holds that nature is to be cultivated and controlled by human beings so that it is no longer a source of harm; this may imply that the continuing harm done by nature is the result of humans’ failure to have sufficiently tamed nature. In that case, some of the harm caused by nature may be attributable to free human causality and thus no longer be a clearcut instance of natural evil. Second, Fichte repeatedly states that those who fail to act morally and who fail to conform their wills to the moral law are still be in the power of the mechanisms of nature. Even though we must think of them as free, Fichte compares their actions to the operation of nature and its mechanism of necessity. By presenting a careful and nuanced Fichtean account of the traditional distinction between physical and moral evil, we can better appreciate how Fichte understood the meaning and scope of human responsibility. (shrink)

This essay seeks to expose readers from the social sciences to current debates in their fields, beyond the discussions of induction and deduction one learns about in a typical research methods course. It provides glimpses of social science from its dawn in 17th century empiricism, through the rise of postpositivism and antipositivism, to the infamous “science wars” in the 1990s, and expresses a hope for a broader and more inclusive future. Specifically, the paper compares the traditional positivist method of scientific (...) inquiry to a phenomenological approach, and attempts to demonstrate the relevance of philosophical investigation in social science research. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: What (...) are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

An examination of two recent documents of Catholic Social Doctrine, Caritas in Veritate and Vocation of the Business Leader, is undertaken to uncover their assessment of our current cultural and moral crisis, of which our present economic distress is but one aspect, and their proposal for cultural renewal including a return to sound economic decision making. The intellectual commitments of molders of the modern mind such as Bacon, Descartes, and Hobbes severed morality at its metaphysical roots. Destroying the anthropological (...) underpinnings of ethics catapults the contemporary world into a state of nihilism. In such a condition economic disorder is inevitable. The human person is crushed in a regime that searches for more relentlessly. The demand for metaphysical and moral reconstruction is met by Pope Benedict XVI with his insistence on receptivity to what is. Contemplation of an ultimate reality given to us takes us to the Person of Jesus Christ. The Christian faith is the context of authentic integral human development. Being made in the image of God gives every human person an inviolable dignity and makes every person subject to transcendent moral norms. A truth-filled love informs the conduct of enterprise. Goods that are truly goods and services that truly serve are produced or supplied. Promotional efforts are conducive to the pursuit of wisdom. People are given meaningful work that utilizes and develops their higher faculties and are let in on the financial success of the venture. The environment is respected as a home place ought to be. The Christian business leader can have a transformative effect on the business world through the power of grace. (shrink)

In many of his writings and lectures Ortega y Gasset criticized Darwinism on numbers of issues. In this paper I aim to reexamine his critique and to prove that in 1916 the harsh critique was designed to hide the similarity between his ideas and Darwin's idea of Natural Selection. The origins of Ortega's idea on the vocation of man can be traced in his dialogue with Darwin in the year 1916. In the historiography his Philosophy of Life is conceived (...) as a metaphysics that stands beyond biological and any other natural explanation. My contention on the other hand is that Ortega's concept of the vocation of man is an elaboration of Darwin's Natural Selection. I will try to show that in 1916 Ortega conceived the human character and the vocation of man as a product of Natural Selection. Instead of following Ortega's critiques on Darwin and his effort to show that there is no connection between his Philosophy of Life and Darwinism the article proposes to reconsider Ortega's thought as a constant dialogue with Darwin's theory of Natural Selection. The Change in Ortega's conception of Darwin's evolution came rather late in his thought and in the first section we will see how Ortega described technology in a manner that allows the human subject to change the environment in his favor. (shrink)

The study investigated the awareness and utilization of e-learning technologies among vocational and technical education (VTE) students. A descriptive survey research design was used for this study, and the population consisted of 551 VTE students. A simple random sample of 62 VTE students was selected. The data collection instrument was a questionnaire. The reliability of the questionnaire was assessed using Cronbach's alpha analysis, and the reliability index was found to be within the acceptable limit of 0.70. An online survey using (...) Google Forms was used to collect the data. The study tested two null hypotheses using binary logistic regression models based on age, department level of study, and devices owned. The data was analyzed using frequency, percentages, and mean. The major findings from the data analysis indicated that VTE students had an awareness and utilization rate of 84.8% for the e-learning website, 75.6% for Google Classroom, and 60.6% for smart boards and video conferencing. However, 24.4% of the students were still unaware of the Moodle Learning Management System and the Canvas e-learning platform at the University of Nigeria Nsukka. Based on these findings, it is recommended that VTE students receive proper training to effectively utilize the e-learning technologies available to them, which would aid in fostering creativity and innovation. (shrink)

The article presents the results of a theoretical and empirical study of the process of development of the axiological identity of a future psychologist in the process of his/her professional training in a higher educational institution. The article substantiates the necessity to use the technology of forming the axiological identity of a future psychologist in the process of professional training as a structural component of his/her integral professional value. The axiological identity of a future psychologist is characterized by the integration (...) of personal, professional, and social identities at the level of his/her valuable self-consciousness. The formation of this construct depends on the understanding of its own system of values, understanding of abilities, desires, and capabilities, allows the future psychologist to purposefully build prospects for professional growth, implement informed and responsible choices backed by a sense of integrative integrity, self-esteem, and self-sufficiency. -/- While choosing the direction of the professional activity, a student designs the axiological perspectives of his/her own professional identity, that is, it gives the dominance to the personal, professional, and social values that most closely reflect his/her personal meanings in the professional activity corresponding to preferences and promote self-realization in the future. Difficulties in the vocational education and further professional activity arise under the condition of axiological identification uncertainty, a low level of self-interest and self-understanding, external motivation to the student’s professional activities, etc. Taking into account the above, we have developed and implemented in the process of professional training of students of psychology the technology of “Formation of the axiological identity of a future psychologist”, whose purpose is to support future specialists in the process of becoming a personal, professional, and social value identity on the basis of the student’s awareness of the value of personal “I” as a psychologist and confidence in their own desire and ability to provide psychological help to the Other. (shrink)

El artículo se centra en el escrito Die Bestimmung des Menschen [El destino del hombre] con el fin de poner de manifiesto un conjunto de ideas sobre la política. Dentro de la obra del filósofo, los intérpretes han señalado en contadas ocasiones que de este escrito se desprende una vertiente que conduce a pensamientos acerca de la política. La reflexión sistemática de Johann Gottlieb Fichte sobre el derecho y la política se desarrolla en otras publicaciones o textos de referencia, como (...) por ejemplo, Grundlage des Naturrechts [Fundamento del derecho natural]. En lo que nos ocupa, se intentará hacer visible que Die Bestimmung des Menschen puede leerse en clave política. Por ello, en primer lugar se describirán brevemente el origen de la obra y sus contextos histórico y filosófico, a continuación se expondrán los argumentos que contiene y, por último, se destacarán los respectivos acentos políticos. (shrink)

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen (...) and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs prepared in 2011 (...) for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc. (shrink)

In this article the heritage of Hryhorij Skovoroda is considered from the metaphilosophical point of view. This point of view is useful because it allows seeing some syncretism as unity of philosophy, theology, religion, myth, and poetry in the heritage of Hryhorij Skovoroda. Therefore, the author stresses that when we analyze the Hryhorij Skovoroda’s heritage it is wrong to divide it into such parts as philosophy, theology, religion, myth, and poetry. This division doesn’t lead to the whole understanding of Hryhorij (...) Skovoroda’s personality and works. The author argues that Hryhorij Skovoroda is the follower of Philosophia Perennis’ tradition, which is characterized by syncretism. Such syncretism of the Skovoroda’s heritage is neither bad nor good. We see the unique unity of philosophy, poetry, religion and mythology in the Skovoroda’s life and in his works. The author argues that such unity is useful for the deeper understanding of the world and a human being. Syncretic unity of Skovoroda’s worldview helps to overcome the different oppositions of classical philosophy (subject-object, inner-external, immortal-mortal, natural-supernatural, human-divine, relative-absolute etc.). We live in the times of analysis and fragmented world. Therefore syncretism is very hard to understand. In order to understand syncretism we should return to synthetic thinking, we should rediscover the synthetic function of our consciousness. The life and the works of Skovoroda show us how a human being can think synthetically and regain the whole worldview. The whole worldview helps live in the harmony with others and nature. This harmony is very needed in our times of “moral blindness” (Zygmunt Bauman), decay of traditions, which were oriented us towards common values. Keywords:, metaphilosophical approach, unity of opposites, mythopoesis, syncretism, synthesis of philosophy and religion, vocation. (shrink)

This paper surveys the relationship between Clergy Vocational Conflict, cognitive conflict and psychological well-being in a sample of 178 Muslim clergy in Turkey. It was found that Clergy Vocational Conflict is accompanied by religious conflict and Quest. Those who experienced Clergy Vocational Conflict and religious conflict suffered from poor psychological well-being. Quest, which does not affect psychological well-being, and religious conflict, which adversely affects it, are more common among the younger stratum of the sample. However, well-being prevails among the older (...) layer and among the more educated clergy. Finally, psychological well-being, self-esteem, Quest and religious conflict were found as predictors for Clergy Vocational Conflict. (shrink)

This research analysed the steadiness linking theoretical knowledge to practical skills for Technical and Vocational Education and Training (TVET) graduates in hospitality Management in the Western Region of Ghana. It explored how theoretical knowledge provided the foundation for understanding industry standards, management principles, and regulatory frameworks. A quantitative research methodology was utilized, whereby Cochran’s sample size determination formula aided in the selection of 200 TVET graduates, instructors and industry-based supervisors. Three sampling techniques; stratified, purposive and convenience were utilized in the (...) selection of respondents and solicit for primary data using a questionnaire whilst data was analysed using SPSS. The TVET institutions faced challenges in achieving a balance in theory and practice which often resulted in a mismatch between industry expectations and graduate competencies. Overemphasized theory resulted in graduates who possessed solid foundational knowledge but lacked hands-on experiences needed for operational roles. Industry collaboration, through internships and apprenticeships, played a crucial role in bridging this gap. Conclusively, a balanced curriculum, incorporating both theoretical and practical elements, are key to producing well-rounded graduates. Effective collaboration between institutions under TVET and the industry stakeholders was considered vital to ensure that training programs aligned with current industry demands. Commendably, curriculum development and industry partnerships can better prepare graduates to balance theory and practice in the hospitality industry, which can enhance employability and contribute to the sector's growth. (shrink)

The investigation of the degree of amotivation and subsequent intervention towards the motivation of undergraduate vocational and technical education (VTE) students has not received the same amount of attention as other disciplines. Despite the negative impact of a lack of volitional drive on students' practical skills learning, there is scarcity of literature on amotivation among VTE undergraduate students. This study aimed to demonstrate the effectiveness of problem-based learning (PBL) in transitioning undergraduate students from a state of being amotivated to motivated. (...) The study utilized a quasi-experimental research design and selected 168 students in their penultimate and final years majoring in agricultural education, business education, computer education, home economics, and industrial technical education who met the study's inclusion criteria. The intervention consisted of eight weeks of treatment and four weeks of follow-up meetings. An existing academic motivation scale was adapted for use, and data was collected through a self-report questionnaire. Data analysis was conducted using independent sample t-tests, and paired sample t-tests. The findings revealed that the level of amotivation among the students was high, and PBL had a significant impact on transitioning VTE students from being amotivated to motivated in the treatment group compared to those in the control group. Furthermore, the positive gains were maintained by the treatment group at follow-up. The study suggests that a PBL program can effectively address students' lack of volitional drive to engage in academic activities among undergraduate students majoring in agricultural education, business education, computer education, home economics, and industrial technical in Nigeria. (shrink)

Personalism has brought new and important elements to the way the human person is seen, but the vocational dimension has not received as much interest as other elements. By understanding vocation as the call received by every human being to exist and to give meaning to his or her own existence, we propose this element as one of the foundations of personalist bioethics. This analysis of the vocational dimension of the person allows a better understanding of the primacy of (...) responsibility, the inalienable value of identity, the attention to others, and the role of health professionals as transmitters of such a call. -/- El personalismo ha presentado novedades importantes sobre la mirada a la persona humana, pero no se le ha dado tanto interés a su dimensión vocacional como a otros elementos. Entendida la vocación como la llamada que recibe todo ser humano a existir y a dar sentido a su propia existencia, proponemos este elemento como uno de los fundamentos de la bioética personalista. Este análisis de la dimensión vocacional de la persona nos permite comprender mejor la primacía de la responsabilidad, el valor intransferible de la identidad, la atención por el otro y el papel del profesional de la salud como transmisor de esa llamada. (shrink)

In the Vocation of Man, Fichte makes the striking claim that life is eternal, rational, our true being, and the final cause of nature in general and of death in particular. How can we make sense of this claim? I argue that the public lectures that compose the Vocation are a popular expression of Fichte’s pre-existing commitment to what I call immortalism, the view that life is the unconditioned condition of intelligibility. Casting the I as an absolutely self-active (...) or living power enables his philosophical account of both the intelligibility of objects and of what it means to die. This explains his characterization of the Wissenschaftslehre as a system in which ‘all is act, movement, and life’. In Sect. 1, I explain the context of Jacobi’s use of ‘caput mortuum’ as a term for the thing in itself. In Sects. 2 and 3, I reconstruct two immortalist arguments from Fichte’s Jena period. The first is that the I’s self-activity rules out the existence of the thing in itself and thereby vanquishes ‘death’s head’. The second is that, insofar as the I charges us with the moral perfection of nature, it is the final cause of our entire life, including its end. This is to say that the I puts our every moment into question, even our last. In Sect. 4, I use these immortalist arguments to interpret the striking claim from the Vocation. (shrink)

Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their solutions (...) to how one advances the capacity for reflective judgment are similar. Central to this capacity is not merely devising efficient means to work towards pre-existing aims, but to reflect in practice on what one’s aim are and should be. This implies reflection on what future problems, as well as solutions to them, demand of us cognitively, socially and morally. (shrink)

In his essay “Literary Vocation as Occupational Idealism: The Example of Emerson’s ‘American Scholar,’” Rob Wilson compares Ralph Waldo Emerson’s scholar with the present literary intellectual in American society. According to Wilson, rather than becoming the intellectual beacon of hope Emerson envisioned, the American (literary) scholar has become trapped in a kind of intellectual bondage by the very act of writing. That is, Wilson believes that the American scholar, because of the effect of Emersonian idealism, has been subjected to (...) repeating Emersonian moral symbols and aesthetic tropes, which has resulted in the alienation of the critic from American society (Wilson 84). However, as will be seen, Wilson’s .. (shrink)

Our present day knowledge in the area of medicine in Ancient Egypt has been severally sourced from medical papyri several of which have been deduced and analyzed by different scholars. For educational purposes it is always imperative to consult different literature or sources in the teaching of ancient Egypt and medicine in particular. To avoid subjectivity the author has found the need to re-engage the efforts made by several scholars in adducing evidences from medical papyri. In the quest to re-engage (...) the efforts of earlier writers and commentaries on the medical papyri, we are afforded the opportunity to be informed about the need to ask further questions to enable us to construct or reconstruct both past and modern views on ancient Egyptian medical knowledge. It is this vocation the author sought to pursue in the interim, through a preliminary review, to highlight, comment and reinvigorate in the reader or researcher the need for a continuous engagement of some pertinent documentary sources on Ancient Egyptian medical knowledge for educational and research purposes. The study is based on qualitative review of published literature. The selection of those articles as sources was based on the focus of the review, in order to purposively select and comment on articles that were published based either on information from a medical papyrus or focused on medical specialization among the ancient Egyptians as well as ancient Egyptian knowledge on diseases and medicine. It was found that the Egyptians developed relatively sophisticated medical practices covering significant medical fields such as herbal medicine, gynecology and obstetrics, anatomy and physiology, mummification and even the preliminary form of surgery. These practices, perhaps, were developed as remedies for the prevailing diseases and the accidents that might have occurred during the construction of their giant pyramids. It must be stated that they were not without flaws. Also, the key issues raised from these literatures are but a few among the Egyptian medical corpus across the academic and publishing world. It should therefore afford researchers, students and readers the opportunity to continue the educational dialogue on the medical practices of the Ancient Egyptians. (shrink)

Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental well-being. Hence, this (...) study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)

This paper treats of Husserl’s phenomenology of happiness or eudaimonia in five parts. In the first part, we argue that phenomenology of happiness is an important albeit relatively neglected area of research, and we show that Husserl engages in it. In the second part, we examine the relationship between phenomenological ethics and virtue ethics. In the third part, we identify and clarify essential aspects of Husserl’s phenomenology of happiness, namely, the nature of the question concerning happiness and the possibility of (...) a phenomenological answer, the power of the will, the role of vocation, the place of obligation, the significance of habituation, the necessity of selfreflection and self-criticism, the importance of sociability and solidarity, the impact of chance and destiny, and the specter of regret. In the fourth part, we establish the inextricable linkage between Husserl’s metaethics and his metaphysics. In the fi ft h part, we provide a provisional exploration of his conception of the connection between happiness and blessedness. We acknowledge that there is an extensive literature on Husserl’s phenomenological ethics, and our study has benefitted greatly from it, but we also suggest that our holistic approach critically clarifies his description of happiness, virtue, and blessedness by fully recognizing that his phenomenological metaethics is embedded in his phenomenological metaphysics. (shrink)

In this presentation, I will seek to put into perspective the philosophy and theology of the Seraphic Doctor, St. Bonaventure. I will argue that to understand the thought of St. Bonaventure, one has to understand his Franciscan vocation and the exemplary role of the Seraphic Father, St. Francis. This pattern becomes evident when one looks closer at St. Bonaventure’s (1) exemplary causation, (2) divine illumination theory, (3) and crown of affectivity. Throughout these three topics, it is also my goal (...) to elaborate upon St. Bonaventure’s philosophy by (1) analyzing the respective philosophers who St. Bonaventure responded to (i.e. Aristotle, Plato, St. Augustine, St. Thomas) and (2) contextualizing him among the great Christian thinkers of his time (i.e. St. Thomas and St. Albert). (shrink)

Do famous athletes have special obligations to act virtuously? A number of philosophers have investigated this question by examining whether famous athletes are subject to special role model obligations (Wellman 2003; Feezel 2005; Spurgin 2012). In this paper we will take a different approach and give a positive response to this question by arguing for the position that sport and gaming celebrities are ‘ambassadors of the game’: moral agents whose vocations as rule-followers have unique implications for their non-lusory lives. According (...) to this idea, the actions of a game’s players and other stakeholders—especially the actions of its stars—directly affect the value of the game itself, a fact which generates additional moral reasons to behave in a virtuous manner. We will begin by explaining the three main positions one may take with respect to the question: moral exceptionalism, moral generalism, and moral exemplarism. We will argue that no convincing case for moral exemplarism has thus far been made, which gives us reason to look for new ways to defend this position. We then provide our own ‘ambassadors of the game’ account and argue that it gives us good reason to think that sport and game celebrities are subject to special obligations to act virtuously. (shrink)

The aim of the research is to show the need to defend the prosaic reconfiguration of humanity that we set up every day by using temporary resources. This implies to discuss the overvalued achievements of the philosophies that advocate a direct encounter with our raw reality, or that defend an absolutist project of construction of the being of man that ends by suffocating him instead of offering any kind of salvation. The hypothesis states that the possibility of existence of man, (...) understood as the existence of a sense of the human — and, consequently, of a world with a meaning for man — depends on that prosaic configuration of our home that we have to reenact every morning. The development of meaningful worlds — that exist only as long as man exists, and vice versa — is achieved through symbolic resources, such as the metaphor or the concept. This allows us to replace one thing with another, merrily deferring the direct encounter with our constitutive ontological problematicity. To think man's reality is philosophically bearable only through metaphors and concepts, that is, by spreading a mundane prose that does not, that cannot and that should not come to an end. This in spite of the vocation for epic heroism that characterizes philosophy, and in spite of its temerarious impulse to dive into the depths in order to face what we directly cannot speak of, not without becoming speechless. (shrink)

Business schools find themselves in a rather awkward position: Do they teach ethics as if it were just another vocational tool, like marketing or accounting? Or do they teach it in its true form, as an attempt to understand the nature and application of the greater good?

This paper delves into the contrasting educational philosophies of Booker T. Washington and W. E. B. Du Bois, two prominent figures who grappled with the question of Black progress in a society scarred by racial inequality. Washington, advocating for vocational training, championed economic self-sufficiency as the key to navigating a system rigged against Black success. Du Bois, conversely, championed a liberal arts education, emphasizing critical thinking and social critique as necessary tools for dismantling systemic barriers. This paper argues that while (...) Washington’s pragmatism held a certain appeal, its inherent acceptance of the existing social order risked perpetuating the very systems it aimed to overcome. Du Bois, through his more radical vision, recognized that true liberation necessitated not only economic agency but also the intellectual capacity to challenge and dismantle oppressive structures. By analyzing the nuances and complexities of their arguments, this paper highlights the enduring relevance of this historical debate for contemporary discussions on educational equity. It underscores the need for a multifaceted approach to education, one that recognizes the interconnectedness of economic opportunity, intellectual development, and social justice, ultimately advocating for an educational landscape that empowers all individuals to reach their full potential and contribute to a more just and equitable society. Through embracing the strengths and acknowledging the limitations of both perspectives, we can create an educational system that empowers individuals to navigate societal barriers while also equipping them with the critical thinking skills necessary to challenge and dismantle oppressive structures, fostering a more just and equitable society. (shrink)