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WED 466: Unit 1

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Title: WED 466: Unit 1


1
WED 466 Unit 1
  • Historical, Philosophical, and Ethical
    Foundations
  • of Workforce Education

2
General Objective
  • Understands the historical, philosophical, and
    ethical foundations of workforce education.

3
Early Career and Technical Education in America
  • Colonial America
  • Education fell chiefly to the church and the
    family.
  • Families served as the center for apprenticeship
    training.
  • Wealthy families established private schools
    and/or sent their children to Europe for
    schooling.
  • Churches provided elementary instruction in
    reading, writing, and church doctrine.

4
Early Career and Technical Education in America
(cont)
  • American Apprenticeship
  • Beginnings of Universal Education
  • Early Educational Efforts for Adults
  • Educational Reforms in the Common School

5
Early Career and Technical Education in America
(cont)
  • Manual Training Movement
  • Beginnings of Junior High and Comprehensive High
    Schools
  • Movements for Including Practical Subjects into
    High Schools

6
Early Career and Technical Education in America
(cont)
  • Arts and Crafts Movement
  • Correspondence Schools
  • Manual Arts
  • Agriculture Education Prior to 1917
  • Home Economics Education Prior to 1917

7
Early Career and Technical Education in America
(cont)
  • General Business Education Prior to 1917
  • Status of Practical Arts Programs in 1900
  • Douglas Commission of Massachusetts
  • National Society for the Promotion of Industrial
    Arts
  • Commission on National Aid to Vocational
    Education

8
American Apprenticeship
  • Two types
  • Voluntary individual agreed to be bound to a
    master to learn a trade or craft.
  • Involuntary or compulsory a master became
    responsible for poor children orphans and
    provided a means of meeting their personal and
    occupational needs.
  • Impacted by the factory system of the 19th
    century.
  • Chief source of education and training of the
    masses for 150 years.

9
Beginnings of Universal Education
  • Universal education began with basic instruction
    in reading, writing, and math.
  • Ben Franklin experimented with combining
    academics and practical arts.
  • After the Revolutionary War, education was
    important in promoting nationalism and balancing
    freedom and order was chiefly supported by the
    church or special charity schools.

10
Beginnings of Universal Education (contd)
  • Charity schools provided instruction to create
    moral character.
  • Lancasterian system of instruction featured
    students seated in rows receiving instruction
    from monitors the manufactory of knowledge.
  • Common schools mixed children together from
    different social classes.

11
Beginnings of Universal Education (contd)
  • Education was considered a responsibility of the
    states.
  • Three events were instrumental in establishing
    universal public education
  • Establishment of primary public school system in
    Boston in 1818
  • Establishment of public high school in Boston in
    1821
  • 1827 Massachusetts law that required towns of
    500 to establish public schools.

12
Beginnings of Universal Education (contd)
  • Three distinct aspects
  • Education all children in common schoolhouse
  • Using schools to convey government policies
  • Creation of state agencies to control local
    schools
  • New York was the first to create the position of
    State Superintendent of Schools

13
Early Educational Efforts for Adults
  • Mechanics Institute Movement
  • Effort to improve the economic and social
    conditions of industrial agricultural workers
    and provide a pool of educated workers
  • American Lyceum Movement
  • An organization in American towns to increase the
    knowledge of the common person

14
Early Educational Efforts for Adults (contd)
  • Manual Labor Movement
  • Provided physical activity, reducing the cost of
    education by selling student labor, promoting
    respect for all kinds of honest work, building
    character, promoting originality, stimulating
    intellectual development, and increasing wealth
    of the country
  • Early American Technical Schools
  • Provided curriculum to prepare individuals with
    advanced scientific knowledge in agriculture, the
    mechanical arts, and engineering
  • Land Grant Act of 1862

15
Early Educational Efforts for Adults (contd)
  • Trade School Movement
  • Provided a workable system of industrial
    education for all Americans
  • Provided specific trade training supplemented
    with related academic subjects
  • Corporate Schools
  • Established by large manufacturers in an attempt
    to revise the old apprenticeship method of
    training high quality employees

16
Educational Reformsin the Common School
  • Reshaping of Elementary Education
  • Oswego Movement
  • Quincy Plan
  • American kindergarten
  • Gap between working non-working classes
  • Illiteracy
  • Crime

17
Manual Training Movement
  • Began with a 4-year high school in St. Louis that
    provided instruction in math, science, drawing,
    language, literature, and practical use of tools
  • Believed that manual activity was a way to
    enhance general education.
  • Expansion of programs led to comprehensive high
    schools and technical schools

18
Junior High and Comprehensive High Schools
  • Early high schools provided an academic track
    with few opportunities to develop practical
    skills.
  • Business and industry supported the doctrine of
    social efficiency, wanting education to train
    individuals for specific roles and to work
    cooperatively in that role (reducing competition
    in that role).

19
Junior High and Comprehensive High Schools
(contd)
  • Key elements in the development of the
    comprehensive high school
  • Vocational education
  • Vocational guidance
  • Establishment of the junior high school
  • Social-efficiency movement led to vocational
    guidance movement.

20
Movements for Including Practical Subjects into
High Schools
  • American Sloyd
  • Was a method of hand tool instruction
  • Arts and Crafts Movement
  • Introduced artistic design and practical skill
    development
  • Correspondence Schools
  • Brought education and training to those who did
    not live near schools, couldnt attend because of
    work schedule, wished additional training, or did
    not have a wide selection of courses in their
    schools

21
Movements for Including Practical Subjects into
High Schools (contd)
  • Manual Arts
  • Addressed the neglect of aesthetic principals in
    manual training beautiful useful objects should
    be an outcome of the learning process
  • Industrial Arts
  • Drew its content from industry replaced manual
    training and manual arts terms.

22
Agricultural Education Prior to 1917
  • Morrill Land-Grant College Act of 1862
  • Established colleges and universities that
    provided programs combining practical
    applications of agriculture and industry with
    scientific knowledge
  • Enhanced by
  • Agricultural experiment stations
  • Farm journals
  • Mechanization of agriculture

23
Home Economics Education Prior to 1917
  • Difficult to establish because of prejudice
    against the education of women
  • Morrill Act of 1982 established departments of
    domestic science to provide leadership for
    establishing home-making in the public schools of
    America,
  • Enhanced by
  • Conferences on economics and social aspects of
    the home
  • Founding of the American Home Economics
    Association
  • Opening the field to people from diverse
    backgrounds

24
General Business Education Prior to 1917
  • Private business schools emerged to prepare
    individuals for careers in business and commerce.
  • Clerical workers employed for specialized tasks
    as a result of the application of Frederick
    Taylors scientific management.
  • Smith-Hughes Act of 1917 created the Federal
    Board for Vocation Education of which business
    education was a part.

25
Status of Practical Art Programs in 1900
  • Practical subjects were added to school curricula
    as a supplement to academic content to hold the
    interests of students.
  • Industrialization led to a hands-off policy by
    the government big business exploited workers.
  • Workers experienced removal of thought and
    creativity from their work.

26
Status of Practical Art Programs in 1900 (contd)
  • Managers wanted
  • Increased output without wage increases
  • Reduced labor turnover
  • Reduced labor/management conflict
  • Increased worker loyalty
  • Workers who respected authority
  • Workers who valued the work ethic

27
Status of Practical Art Programs in 1900 (contd)
  • Business and industry wanted educated citizenry
    for their economic self interests.
  • Skilled workers were coming from Europe due to
    relaxed immigration laws.
  • Schools through vocational education programs
    produced workers with specific skills and a good
    work attitude.

28
Douglas Commission of Massachusetts
  • Massachusetts led the way for universal public
    education due to educators like Horace Mann.
  • Report concluded that the lack of industrial
    training for workers increased the cost of
    production workers with general intelligence,
    technical knowledge, and skill would command the
    world market.
  • Report brought to the nations attention that
    vocational education programs in high school
    could prepare workers for Americas growing
    industries.

29
National Society for the Promotion of Industrial
Education
  • Its mission was the promotion of industrial
    education by focusing public attention on the
    value of an educational system that could prepare
    young men and women to enter industrial pursuits.
  • Industrial education referred to that area of
    education between manual training and engineering.

30
Commission on National Aid to Vocational Education
  • Recommendations included
  • Grants for vocational teacher salaries
  • Grants for public schools less than college grade
  • Instruction limited to youth over age 14 and
    designed for employment in agriculture the
    trades
  • Vocation programs including day school,
    part-time, and evening classes.
  • A federal board to oversee grants.
  • State boards created to administer grants.

31
Educational Philosophies of John Dewey and
Charles Prosser
  • Deweys progressive movement advocated the
    education accommodate the natural traits of
    children.
  • Prossers philosophy of existentialism was
    grounded in meeting the needs of industry.
  • Their differences were in the manner in which
    vocational education programs were infused into
    the curriculum.

32
Dewey and Prosser Differences
  • Their differences were in the manner in which
    vocational education programs were infused into
    the curriculum.
  • Prosser contended that public education in a
    democracy was not intended for individual
    fulfillment, but to prepare its citizens to serve
    society.
  • Dewey placed emphasis on human development in
    order to stabilize and improve American society.

33
The GI Bill Educational Opportunities for
Veterans
  • What are the basic concepts?
  • What is the impact of this law?
  • What types of education and training does the law
    support?
  • What is the GI Bill legacy?

34
Schools of Philosophy
  • Idealism
  • Realism
  • Pragmatism
  • Existentialism
  • Eastern Ways of Knowing
  • Native North American Ways of Knowing

35
Idealism
  • Idealism is the school of philosophy that holds
    that ideas or concepts are the essence of all
    that is worth knowing.
  • Educational Implications
  • Idea centered vs. subject-centered or
    child-centered
  • The study of great leaders as examples
  • Idealists Plato, Socrates, Kant, Martin

36
Realism
  • Realism is the school of philosophy that holds
    that reality, knowledge, and value exist
    independent of the human mind (metaphysics).
  • Educational Implications
  • Subject-centered curriculum
  • Employs experimental and observational techniques
  • Realists Aristotle, Locke, Whitehead

37
Pragmatism
  • Pragmatism is the late 19th-century U.S.
    philosophy that holds the belief of an open
    universe that is dynamic, evolving, and in a
    state of becoming (metaphysics).
  • Educational Implications
  • Learn best through experience
  • Use ideas as instruments for problem-solving
  • Pragmatists Peirce, Dewey, Rorty

38
Existentialism
  • Existentialism holds that reality is lived
    existence and the final reality resides within
    the individual (metaphysics).
  • Educational implications
  • Proper education starts with human individual.
  • Education fills the gaps in understanding so that
    an individual can fulfill their purpose.
  • Existentialists Sartre, Nietzsche, Greene

39
Eastern Ways of Knowing
  • Eastern thinkers emphasize the illusory quality
    of the physical world stress inner peace,
    tranquility, attitudinal development, and
    mysticism.
  • Includes Indian, Chinese, Japanese thought
  • Educational Implications
  • Emphasizes teacher-student relationship
  • Transforms individuals to face life.
  • Puts humanity in tune with nature.

40
Native North American Ways of Knowing
  • Native North American ways of knowing include a
    varied set of beliefs, positions and customs that
    span different tribes.
  • Includes Navajo, Lakota, Hopi
  • Educational Implications
  • Emphasizes the importance of nature
  • Pursuit of knowledge happiness must be
    subordinate to respect for the whole universe.

41
Professionalism and Ethics
  • Four ethical obligations
  • Promote learning.
  • Ensure health and safety.
  • Protect the public or private trust.
  • Promote the transfer of learning.
  • How can ethical standards guide educational
    practice and policy making?

42
Summary
  • Historical foundations of workforce development
    includes two systems (a) public education and (b)
    business and industry.
  • The study of philosophical thought provides a
    basis for establishing a personal educational
    perspective.
  • A true professional exhibits behavior that is
    consistent with the four ethical obligations.
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