It is argued that vocational education belongs in the common core of s
chool knowledge. Distinction is made between vocational education for
jobs and vocational education about work. It is the latter aspect of t
he subject that allows the general education claim to be made. The for
mer aspect, it is argued, belongs beyond the secondary school. The res
ilience of the liberal/vocational divide is reflected upon. So is the
''new vocationalism,'' which seeks to narrow the divide. The ideas of
those who, consistent with Deweyan ideals, have imagined a unitary cur
riculum that includes vocational knowledge are examined. A three-part
rationale for vocational education as general education is then discus
sed, namely, meaning of work, practical knowledge as knowledge, and si
tuated cognition.