The philosophic practitioner

This paper develops principles for the ordering of the curriculum for tourism higher education. The framework proposed comprises four key domains of vocational action, vocational reflection, liberal reflection and liberal action. This framework enables the problems of curricula that are over-Focused in one part of curriculum space to be surfaced. It also enables the case to be made, and the content outlined, for a tourism higher education which educates "philosophic practitioners". These would be graduates who deliver efficient and effective services while at the same time discharging the role of stewardship for the development of the wider tourism world in which these services are delivered. (C) 2002 Elsevier Science Ltd. All rights reserved.