Making the Traditional Relevant

An unique omnidisciplinary seminar served as the independent variable in a study in which the main dependent variable was the students’ (n = 17) self-evaluated ability to discuss contemporary “relevant” topics from the standpoint of traditional academic disciplines (e.g., discuss population control in the context of anthropology; education; history, economics, political science; literature; music, art, theater; natural and physical science; philosophy; sociology; theology) . Analysis of pre and post treatment scores of seventeen behavioral science majors showed a significant increase in this ability (Wilcoxon T = 15, p<.01). Pre treatment difficulty based on mental set and functional fixedness was held to be counteracted by the effect of the omnidisciplinary seminar on learning to learn and transfer processes.     

(Re)constructing career education as a socially just practice: An antipodean reflection

The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of ‘career(s)’. Relating to the New Zealand context, differing versions of social justice are outlined, the challenges for career education explored, and the potential for change discussed.