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  • 1.
    Ruhi, Tyson
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bildung, Ästhetik und Handwerk am Beispiel Buchbinden2019Conference paper (Other academic)
  • 2.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Aesthetic Bildung in Vocational Education: The Biographical Case of Bookbinding Master Wolfgang B. and His Apprenticeship2014In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 7, no 3, p. 345-364Article in journal (Refereed)
    Abstract [en]

    In the present article I will be discussing the importance attributed to aesthetic experiences in the vocational education of bookbinding master Wolfgang B. using the philosophy of Friedrich Schiller both to understand what constitutes these processes and to examine Schiller's thoughts in the light of his recollections. By doing this I hope to elaborate on a potential, and often overlooked, Bildung-related possibility or affordance at least in craft vocational education and training (VET) as well as to articulate a pattern that can be generalized from into other VET contexts. This leads to a richer understanding of the potentials inherent in teaching skills or capabilities and the pedagogy needed to elicit these as opposed to the belief that teaching technique is a straightforward and unambiguous issue of manual practice. These are in the realm of aesthetic and ethical learning potentials (given that such learning is never automatic) as well as in the connections that one might establish to various fields of scientific and cultural knowledge. Through all of this there emerges a partial description of a vocational Bildung tradition that has its roots in the teaching of crafts.

  • 3.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bildning och praktisk klokhet: i skola och undervisning2019Book (Other academic)
  • 4.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Didactical narratives as part of educating for vocational excellence: articulating relationships between techne and phronesis2015In: Proceedings of the ECER VETNET Conference 2015 / [ed] Kareb Evans, Michael Gessler, Marg Malloch, Sabine Manning, 2015Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is on education for vocational excellence (the combination of virtue and good judgment or phronesis/practical wisdom) through an examination of an episode from the auto/biographical study of master craftsman Wolfgang B. Vocational excellence is an issue sometimes discussed with regard to teacher training for schools and universities, often from an Aristotelian perspective, but less often when it comes to teaching and teacher training in the various models of craft apprenticeship education that exist. Even though there is no lack of arguments made for the excellence one is able to develop in learning a craft there are fewer takes on how such educational aims have been enacted. This is problematic because teaching vocational knowledge, including excellence, thereby becomes a practice that is less articulated than it could to be and more systematic reflection is inhibited.

    I will be considering these problems through the educational biography of a master bookbinder, gilder and engraver, Mr. Wolfgang B., and a story he tells of his own deliberations in teaching bookbinding. The narrative presented is a clear example of how teaching skill is often entwined with teaching vocational excellence. The conclusion is that by collecting a wide number of narratives in apprentice-master settings it would be possible to map and analyze a field of practical knowledge of relevance both for practitioners and for scholars.

  • 5.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Educating for Vocational Excellence2018In: Handbook of Vocational Education and Training: Developments in the Changing World of Work / [ed] Simon McGrath, Martin Mulder, Joy Papier, Rebecca Suart, Springer, 2018, p. 1-16Chapter in book (Refereed)
    Abstract [en]

    This chapter reviews current research into educating for vocational excellence. It distinguishes between two conceptualizations of excellence, the world skills and the neo-Aristotelian, and pursues research connected to the latter. The neo-Aristotelian approach to excellence characterizes it as a combination of practical wisdom and virtues, sometimes with further additions. The review identifies three major trends in this research: one focusing on establishing conceptual frameworks for cultivating vocational excellence, one focusing on the development of virtues in practice, and the final one developing out of a narrative approach to practical wisdom and excellence. It identifies possibilities for more systematic combinations of these different approaches. The lack of more systematic research in the field is also discussed, especially regarding comparative and evaluative inquiries, the exception being, perhaps, the field of narrative medicine. The conclusion is that the research field is comparatively young, most work being post 2000, but that there has been significant growth since then. The review lays a foundation for both future inquiry and practice development to proceed with greater self-awareness and understanding of the potentials inherent in the excellence aspect of vocational education and training.

  • 6.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Educating for vocational excellence: The auto/biographical exploration of enacted craft pedagogy2015In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, no 2, p. 229-245Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on education for vocational excellence (the combination of virtue and good judgment or phronesis/practical wisdom) through the examination of episodes from the auto/biographical study of master craftsman Wolfgang B. Vocational excellence is an issue sometimes discussed with regard to teacher training for schools and universities, often from an Aristotelian perspective, but less often when it comes to teaching and teacher training in the various models of crafts apprenticeship education that exist. Even though there is no lack of arguments made for the excellence one is able to develop in learning a craft there are fewer takes on how such educational aims have been enacted. This is problematic because teaching vocational knowledge, including excellence, thereby becomes a more tacit practice than it needs to be and more systematic reflection is inhibited.

    I will be considering these problems through the educational biography of a master bookbinder, gilder and engraver, Mr. Wolfgang B., and two stories he tells, one of his education in Paris and one of his own deliberations in teaching bookbinding.

    In doing this I am arguing for a systematic narrative approach to researching and teaching how to teach vocational excellence and by extension more generally with regard to teaching. This not only does justice to the particularity of practical wisdom but also calls attention to the imaginative character of being able to deliberate wisely.

  • 7.
    Tyson, Ruhi
    Waldorflärarhögskolan, Stockholm, Sweden.
    Educating for wise judegement and virtue in teachers2015Conference paper (Other academic)
    Abstract [en]

    Being a good teacher is not only about having sufficient theoretical knowledge of pedagogy and didactics, nor of sufficient content knowledge and practical capacities in the exercise of didactics and other related aspects of teaching. Education is, as has been argued by many among them Max van Manen (1991) and Gert Biesta(2014), also a moral practice, ie. one in which teachers continually make pedagogical judgments about the appropriate intervention in a specific situation, judgments that can be regarded as either wise or unwise in retrospect. The actual intervention, for example the exercise of that tactfulness that van Manen writes of, is further influenced by the degree of tactfulness actually developed by a teacher (deliberating wisely being one thing, acting virtuously another). Although these are issues central to becoming a good teacher, few teacher-training institutions have developed an explicit and comprehensive program to deal with them. The paper will explore questions of how teacher-students can develop virtues and practical wisdom in relation to their profession. This approach proceeds from Aristotle’s virtue-ethics coupled with a narrative perspective on how to articulate and reflect on wise judgements. In short, because as Aristotle argues, virtue and practical wisdom need practice in order to develop, the practical part of teacher training becomes exceedingly important. However, a narrative approach is also needed in order to raise such wise (or unwise) judgment from a tacit realm into a public one where deliberation and systematic reflection can take place. This philosophical framework is further elaborated through Schiller’s aesthetic philosophy that allows for a more in-depth understanding of how narratives of wise judgment represent the articulated form this kind of knowing takes and thus how such narratives can also assist in developing practical wisdom. The proximity to Steiner’s concept of moral imagination is also explored briefly. The last part of the presentation is given over to a description of how this has been taken up in practice at the Waldorf teacher’s college in Stockholm, in the course of designing a new curriculum for part-time students in a program providing training for what in Sweden is called “fritidspedagog” (after school teacher or recreation instructor).

  • 8.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Educating the reflective practitioner and vocational Bildung2015In: Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century / [ed] Michael Gessler, Larissa Freund, Bremen, 2015, Vol. 6, p. 229-232Conference paper (Other academic)
    Abstract [en]

    In his work Educating the reflective practitioner, Schön (1987) discusses some of the challenges in teaching design-like occupations. His work there mostly engages with what might be termed the craft-like aspects of these occupations, ie. the combination of skills, knowledge and perception required to “get it” as he terms it. He makes clear that what he is not explicitly engaging with is the study of how a reflective practitioner also comes to develop: “wisdom in response to ethical dilemmas.” This important area of vocational education as it relates to, and ties in with, education for reflective practice is the focus of this paper. It will be discussed in relation to a case study of the vocational education biography of master craftsman Wolfgang B. taking some examples from his narrative to clarify the close relationship between Schön’s concept of reflective practice and one that will be developed here of vocational Bildung.

  • 9.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Exploring narratives of vocational Bildung: A biographical approach2015Conference paper (Refereed)
    Abstract [en]

    The paper presents a pilot study where a series of biographical conversations with craftmaster Wolfgang B. focus on Bildung-experiences in the context of his vocational education. The aim of such conversations is to develop a deeper understanding of Bildung in and through vocational education and training (VET) with a particular focus on didactical descriptions.

    In the paper it will be argued that by looking at Bildung as part of VET through empirical studies of VET biographies significantly enriches our understanding of Bildung in vocational contexts. Furthermore, explorative biographical studies hold the potential to surface different kinds of Bildung-narratives as well as different themes. The former aspects featured most prominently in the pilot study whereas the paper will be exploring more of the latter issues and how such an explorative study can lay the foundation for more extensive narrative research in connection with Bildung and professional development.

  • 10.
    Tyson, Ruhi
    Waldorflärarhögskolan, Stockholm, Sweden.
    Imagination at the center of moral action: developing a deeper understanding of how to educate for teacher excellence2015In: RoSE: Research on Steiner Education, ISSN 1891-6511, E-ISSN 1891-6511, Vol. 6, p. 46-56Article in journal (Refereed)
    Abstract [en]

    It is not uncommon to find arguments for why teaching is a moral practice in which the virtues and wise judgment of a teacher play a prominent role. What is less often explored are the ways in which an aesthetic element - imagination - plays a part in this. From a practical perspective, this enacted teaching is often accessible, in retrospect, through narratives. This paper will begin with a short outline of the general issue from an Aristotelian perspective. This is briefly related to Rudolf Steiner’s concepts of moral intuition, imagination and technique as well as Friedrich Schiller’s aesthetic philosophy. Following that, I will be concerned with a discussion of ways in which this can be realized as part of a teacher education curriculum, focusing especially on the practical aspects of this kind of knowledge and on its imaginative-aesthetic character. The results are a richer conceptualization of what virtue and good judgment entail and suggestions for how this can be made part of teacher training.

  • 11.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Narrative Studies In Bildung Didactics: An Outline2016Conference paper (Refereed)
  • 12.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogical imagination and practical wisdom: the role of good narratives in teacher education and professional development2016In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 17, no 4, p. 456-471Article in journal (Refereed)
    Abstract [en]

    There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This paper will focus on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers’ practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.

  • 13.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reconstructing a non-academic vocational Bildung path: The case of a master craftsman2014Conference paper (Refereed)
  • 14.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reflections on vocational Bildung didactics in vocational teacher education: two case studies2016In: Proceedings of the ECER VETNET Conference 2016 / [ed] Christof Nägele, Barbara Stalder, Michael Gessler, Marg Malloch, Sabine Manning, Berlin: Wissenschaftsforum Bildung und Gesellschaft e.V. , 2016, p. 1-9Conference paper (Refereed)
    Abstract [en]

    Vocational education and training (VET) is a matter of teaching skills and the knowledge needed to perform vocational tasks. However, it is also about educating reflective practitioners (Schön 1983, 1987), supporting moral development and vocational ethics (Tyson 2015b, Corsten & Lempert 1997) and educating for the development of competences or key-qualifications (Rauner & Bremer 2004). These latter issues have been repeatedly argued on a philosophical or policy level and it has been established that the major part of this takes place in conjunction with skill-training and cannot be separated off from it (Rauner and Bremer 2004). There has been less work devoted to examining how such educational processes are encouraged and enacted, ie. their didactical aspects.

    In previous research (Tyson 2015a, 2015b), part of which was presented at last years ECER/VET-NET (Didactical narratives as part of educating for vocational excellence: articulating relationships between techne and phronesis), I have argued that these issues can be conceptualized as vocational Bildung and explored empirically as a form of practical didactical knowledge narratively articulated as stories of vocational Bildung-experiences and affordances. The aim of this paper is to continue on the same line of inquiry with a presentation of further empirical research. This research is an attempt to take the concept of vocational Bildung didactics (VBD) and introduce it into two academically based vocational teacher education programs (one focusing on nursing teachers and one encompassing a multitude of different vocational teachers). This is a way of exploring how the conceptual framework developed can be brought back to practitioners and also to examine the ways in which this kind of inquiry changes as it transforms from an extensive single biographical case study into two less elaborate multiple case studies.

  • 15.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scaling Narrative Studies In Bildung Didactics: Reflections on three case studies2016Conference paper (Other academic)
    Abstract [en]

    In research on education the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and teacher-vocational perspective (Rittelmeyer 2012, Tyson 2015a, 2015b). Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy (Rittelmeyer 2012) and is defined here in close connection with the Aristotelian phronesis or practical wisdom (Tyson 2015b) in the sense that to afford Bildung in education, from a practical standpoint, is about a teacher’s phronesis. The theoretical framework for this is phronetic social science as articulated by Flyvbjerg (2001) and Flyvbjerg et al. (2012).

    The aim is to present a brief outline of narratively articulated Bildung didactics, a field of research closely related to both Bildungsgangdidaktik (Gessler 1988, Meyer 2009, Trautmann 2004) and reflective practice (Schön 1983, 1987), and then to discuss the first impressions of three multiple- case studies where the form of the inquiry has been scaled to produce a larger number of narratives.

    The empirical basis for this draws on four recent studies. One is the biography of craftmaster Wolfgang B. (Tyson 2015a, 2015b) and his paradigmatic narratives of Bildung didactics as experienced over the course of his vocational education. The three other studies have, in different ways, tried to scale the initial results from the biographical study by introducing more specific Bildung didactical question in various teacher education contexts as tasks for the teacher students. One is a study reported at ECER 2015 (Pedagogical imagination and practical wisdom: the role of good narratives in teacher education and professional development) concerned with narratives of successful conflict resolution among after-school care teachers. The second is a study with vocational teacher students and their stories of vocational Bildung experiences during their own vocational training. The third is a study with students at a nursing teacher program and their stories of existential Bildung didactical events in their experience and handling of patients’ suffering and similar matters. Especially the latter two studies will be the focus of some reflection with the aim of clarifying some potentials, limitations and possibilities for VET teacher education in particular.

  • 16.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education. Waldorflärarhögskolan, Sweden.
    Supporting the development of practical wisdom among students: Some reflections from an after-school care (fritids) teacher program and a class teacher program2019Conference paper (Other academic)
    Abstract [en]

    An important issue for academic teacher education (as well as other academic and non-academic vocational education) is the development of practical wisdom among students as a way to support their capability to deal with conflicts and engage in communication in ways that promote flourishing. These and similar issues have seen a recent rise in interest under the umbrella of educating for vocational excellence and there is a general need for more case studies describing practice in the field as well as evaluative studies (cf. Tyson 2018).

    This presentation focuses on how such development has been supported at an after-school care teacher program and a class teacher program, both at the Waldorf University College. Aspects of the programs that deal with conflict resolution, communication and more general topics of Bildung are considered and discussed. Central to this is the contrast between practice-oriented, often narrative, knowledge and the more common theoretically driven, discursive knowledge that often predominates in academic settings. The conclusion is that we need more systematic case-studies of educational practice in higher academic settings where practical wisdom, Bildung and similar matters are promoted.

  • 17.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The didactics of vocational Bildung: how stories matter in VET research2016In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 68, no 3, p. 359-377Article in journal (Refereed)
    Abstract [en]

    In the research on education, the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and vocational perspective. Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy. The focus here is on how narratives about teaching and curricula, both enacted and experienced, can be used to articulate significant aspects of Bildung-related practical knowledge. The empirical basis for this draws on a variety of narrative sources. By presenting, comparing and discussing narratives, it will be argued that there is a number of Bildung-related educational matters, not least in vocational education and training, where a narrative articulation can contribute. These can be differentiated in at least five groups: enriching knowledge of vocational tasks; conceptual development and critical reflection; advancement of practice; development of ‘practice fields’ and the articulation of patterns of vocational Bildung affordances. In distinguishing these different ways in which vocational Bildung as a form of practical knowledge can be enriched through narrative studies, the article contributes to our capacity for doing systematic research in the subject area.

  • 18.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Rough Ground: Narrative explorations of vocational Bildung and wisdom in practice2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This compilation thesis, consisting of five articles, focuses on narrative explorations of vocational Bildung and wisdom in practice. It is an explicitly practical and empirical approach to what, for the most part, tends to be limited to philosophical discussions. This is motivated by the relative lack of systematic knowledge about how to enact wisdom in practice and afford vocational Bildung to those engaged in vocational education and training (VET). The absence of such knowledge makes it more difficult to develop VET practice and curricula and also leads to significant parts of the internal goods of practice to remain tacit, personal and local when they need to become articulated and shared. The aim of the five articles has been to explore how Bildung and practical wisdom can enrich our understanding of vocational practice and didactics on a theoretical, methodological and practical level. Conceptually the thesis draws extensively from narrative inquiry (Clandinin & Connelly 1995, 2000), reflective practice (Schön 1983, 1987), Aristotelian philosophy regarding practical wisdom (Aristotle 2009, Nussbaum 1990), MacIntyre’s concept of a practice (2011) and the Bildung-tradition (Rittelmeyer 2012) to create a coherent framework for the inquiry termed vocational Bildung didactics (VBD). It is located in the phronetic social science paradigm articulated by Flyvbjerg (2001) where the main aim for research is to enrich practice rather than generate theory. The methodology for this kind of inquiry is the collection of narrative cases focusing on unusually rich/successful/wise cases of a practice, what Flyvbjerg (2001) terms extreme and paradigmatic cases. On a conceptual level the inquiry has resulted in the framework of VBD that provides the structure for engaging in this kind of research. It has also resulted in some further conceptualizations driven by the interpretation of cases, in particular a differentiation between vocational and cultural practices. On a methodological level it has resulted in a kind of double didactical method: the case narratives function as articulations of practical knowledge regarding vocational Bildung and practical wisdom but also as the didactical tools for teaching this. On a practical level the inquiry has resulted in suggestions for curriculum-development as well as ways in which the case narratives can be used to enrich the understanding of practitioners.

  • 19.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vocational Bildung and culture2015Conference paper (Other academic)
    Abstract [en]

    The paper presents a pilot study where a series of biographical conversations with craftmaster Wolfgang B. focus on Bildung-experiences in the context of his vocational education. The aim of such conversations is to develop a deeper understanding of Bildung in and through vocational education and training (VET) with a particular focus on didactical descriptions.

    In the paper it will be argued that by looking at Bildung as part of VET we conduct research that also surfaces details on how the cultural context, as a kind of formal and informal curriculum, interacts with VET. Furthermore it expands on the character of competencies as well as didactical questions surrounding their development. The latter aspects featured most prominently in the pilot study whereas the paper will be exploring more of the former issues and how this specific case argues for the potential of vocational schools to provide Bildung affordances.

  • 20.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vocational Bildung in action: A case study of the vocational education biography of master craftsman Wolfgang B.2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This study looks at issues of Bildung and vocational education from a biographical perspective. These issues are conceptualized in terms of Bildung in action, developed in relation to Schön’s concept reflection in action; Bildung through making as a way of thinking about processes of Bildung connected to crafts; and Bildung in vocational contexts, ie. contexts of vocational education and work. The concepts are enriched through an extensive auto/biographical case study of master craftsman Wolfgang B.’s educational biography focusing on stories of Bildung where processes and actions are described as well as the curricular structure of his training. Some of these stories and aspects of the case have then been analyzed in two articles, one dealing with questions of aesthetic Bildung in vocational education using Schiller as conceptual lens and one dealing with educating for vocational excellence using Aristotle’s concepts techne and phronesis to understand the narratives analyzed. The results are an increased and differentiated understanding of Bildung in vocational contexts, especially as related to the coexistence of skill training with education for Bildung and the unique perspectives that auto/biographical studies of retired or semi-retired craftspeople bring to the field of research connecting biography, Bildung in action and vocational education.

  • 21.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vocational excellence in practices: a case narrative approach2017In: Social Dimension and Participation in Vocational Education and Training: Proceedings of the 2nd conference “Crossing Boundaries in VET” / [ed] Franz Kaiser, Susann Krugmann, University of Rostock , 2017, Vol. 1, p. 241-246Conference paper (Other academic)
    Abstract [en]

    The approach in this paper has been developed in order to document and develop the goods and virtues of various vocational practices from a practical knowledge perspective. The main concepts for this are Aristotle’s phronesis or practical wisdom and MacIntyre’s understanding of practices. Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone’s practical knowledge. The conclusion is that biographical cases are uniquely positioned to surface knowledge of the various goods and virtues that can be developed and enacted in a particular practice. This, in turn, contributes to the insight with which we are able to design vocational education and training curricula and tasks as well as enriching the way in which we can imagine practically wise action in various vocational contexts.

  • 22.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    What is excellence in practice?: Empirical explorations of vocational Bildung and practical wisdom through case narrativesManuscript (preprint) (Other academic)
    Abstract [en]

    The approach of vocational Bildung didactics (VBD) has been developed to investigate practical knowledge in matters of education for Bildung and phronesis (practical wisdom). Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone’s practical knowledge. The concept of a practice as developed by MacIntyre is introduced here as a way of situating the practical knowledge of Bildung and phronesis gained from case narratives. A series of case studies are discussed in order to examine the practices thus surfaced. The result is a differentiation of MacIntyre’s concept in two directions: one more specific called vocational practice and one more general called a cultural practice. This differentiation is then applied to the case studies and it is argued that it helps illuminate aspects of them that previously were difficult to comprehend within the framework of VBD. The conclusion is that biographical cases where cultural and vocational practices intersect are uniquely positioned to afford knowledge of how such intersections have been achieved through education and what they have meant for the person initiated into such matrixes. This, in turn, contributes to the insight with which we are able to design vocational education and training (VET) curricula that support initiation into dynamic vocational practices with a focus on the internal goods and virtues possible to develop through them.

  • 23.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    What is Excellence in Practice? Empirical Explorations of Vocational Bildung and Practical Wisdom through Case Narratives2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 19-44Article in journal (Refereed)
    Abstract [en]

    The approach of vocational Bildung didactics has been developed to investigate practical knowledge in matters of education for Bildung and phronesis (practical wisdom). Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone’s practical knowledge. The concept of a practice as developed by MacIntyre is introduced here as a way of situating the practical knowledge of Bildung and phronesis gained from case narratives. A series of case studies are discussed to examine the practices that surfaced. The result is a differentiation of MacIntyre’s concept in two directions: one more specific called vocational practice and one more general called a cultural practice. This differentiation is then applied to the case studies and it is argued that it helps illuminate aspects of them that previously were difficult to comprehend within the framework of vocational Bildung didactics. The conclusion is that biographical cases where cultural and vocational practices intersect are uniquely positioned to afford knowledge of how such intersections have been achieved through education and what they have meant for the person initiated into such matrixes. This, in turn, contributes to the insight with which we are able to design vocational education and training curricula that support initiation into dynamic vocational practices with a focus on the goods and virtues possible to develop through them.

  • 24.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    What Would Humboldt Say: A Case of General Bildung in Vocational Education?2016In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 3, no 3, p. 230-249Article in journal (Refereed)
    Abstract [en]

    A classic philosopher in the Bildung-tradition, Humboldt, argued that general Bildung was the opposite of specialist training (vocational education). This has been a matter of contention and the aim here is to revisit the issue through an empirical case study. In the vocational education biography of craft master Wolfgang B. he speaks about aspects of his education that have much in common with Humboldt‘s ideal of general Bildung but transposed into the context of vocational education and training (VET). The concept of vocationalism (Beruflichkeit) provides context to the present argument which is that the contrast Humboldt made is relevant but not in the sense of there being two categories of education (general and vocational) but rather two expressions of pedagogy: one expansive and one exclusive. Furthermore, there are two versions of general or expansive Bildung present in the case. The conclusions are that empirical studies of vocational Bildung expand on the concept of Bildung, increase our understanding of how VET contains affordances of Bildung and of the curriculum-patterns related to this.

  • 25.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    When Expectations Clash: Vocational Education at the Intersection of Workplace and School2016In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 47, no 1, p. 51-63Article in journal (Refereed)
    Abstract [en]

    Next to highly regarded varieties of apprenticeship-based vocational education there are, in many countries, forms of mainly school-based VET (voca- tional education and training) that suffer from a clash of expectations between schools and workplaces as sites of vocational education. School-based VET is viewed as of lesser value compared to work experience or workplace based training and one reason for such negative views on mainly school-based VET is the lack of authentic work-related experiences in schools. In what follows I will, based on a case study of a social development project, argue that there is a potential hybrid form of school-based VET that could deal with this issue of authenticity by working around the usual binary of school and workplace. This has resulted in some sug- gestions for how to reconsider vocational education curricula in schools, aiming at authentic learning environments through the systematic enactment of social and cultural developmental projects. The result is not only a way of dealing with the problems that face school-based VET but an argument for how to take advantage of schools being predominantly cultural institutions.

  • 26.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Yrkesbildningsdidaktiska berättelser i lärarutbildning: Tre fallstudier2016Conference paper (Other academic)
    Abstract [sv]

    Som lärare, oavsett om det är yrkeslärare, grundskollärare eller andra, är det bildningsdidaktiska bland det svåraste att utveckla en praktisk skicklighet i. Arbetet som presenteras här är ett försök att, bland annat, bidra till att göra det bildningsdidaktiska problemet mindre svårhanterligt. Efter en inledande presentation av centrala begrepp som yrkesbildning, didaktik, berättelse och praktisk skicklighet så följer en genomgång av tre bildningsdidaktiska fallstudier och det hela avslutas med en diskussion kring vilket bidrag det här kan ge till didaktikkurser på lärarutbildningar och, i förlängning, till ett systematiskt forskningsarbete.

  • 27.
    Tyson, Ruhi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Yrkesutbildning eller yrkesbildning: vad lär vi oss egentligen?: En introduktion till empirisk yrkesbildningsdidaktik2016In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 2, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The Bildung contents and processes of vocational education and training is the focus of this article. This is something that has, for the most part, been treated on a philosophical level previously and where the intent here is to discuss how empirical research into vocational Bildung didactics can be conducted and what kinds of knowledge it can contribute. In the Bildung-philosophical discussion vocational education has historically often been contrasted with general Bildung and part of an empirical inquiry into vocational Bildung didactics is to surface the actual experiences of Bildung that vocational education and training can afford. The inquiry is based on an extensive explorative study of craft master Wolfgang B. and his vocational education biography. A part of this biographical study is presented in the article where the conversation centres on a vocational task he remembers and the various vocational Bildung affordances that can be found in his account. This leads to a more nuanced understanding of the concept of vocational Bildung and to a concluding discussion of the various ways in which this kind of empirical studies in vocational Bildung didactics can contribute to both research and practice.

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