Abstract
The idea that post-school education has been influenced by a 'therapeutic turn' in recent years has been subjected to critical scrutiny by a number of commentators (see Hayes, 2003; Ecclestone, 2004a). Learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and boosting self-esteem and confidence have been labelled as reductionist, serving to divert attention from serious and genuine education and training goals. Contemporary educational aims linked to such strategies have been attacked for encouraging a 'victim culture' which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal qualities required for a life of social and economic risk and uncertainty (see Furedi, 2003). In relation to vocational education and training (VET) and post-school policy trends in particular, Hayes (2003) has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal characteristics suited to emotional labour in low-level service jobs.