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AUTHOR AVAILABLE from EDRS PRICE Principles and a Philosophy DOCUMENT RESUME 3D 250 497 CE 040 005 AUTHOR Miller, Melvin D. TITLE Principles and a Philosophy for Vocational Education. Special Publication Series No. 48. INSTITUTION Ohio State Univ., Columbus. National Center for Research in Vocational Education.; Oklahoma State Dept. of Vocational and Technical Education, Stillwater.; Oklahoma State Univ., Stillwater. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 84 CONTRACT 300-78-0032 NOTE 247p. AVAILABLE FROMNational Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 41210-1090 (Order No. SN48--$17.U0). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MP01/PC10 Plus-Postage. 21. DESCRIPTORS Adult Vocational Education; Career Educationi--- -- Curriculum; *Educational Philosophy; Educational Policy; *Educational Principles; Postsecondary. Education; Secondary Education; *Vocational Education ABSTRACT This book is directed toward inferring a philosophy for vocational education. The issues and concerns that surrounded the ,early development and expansion of vocational educationare first discussed. The preferred practices--the principles--are then develored in three categories. "Principles and People" includes the topic, f guidaace, lifelong learning, needs, open to all, placement, sex bias/stereotyping, special needs, student organizations, teachers, and work ethic. "Principles and Programs" presents these principles: career education, comprehensive education, curriculum, families of occupations, innovation, job entry, safety, and supervised occupational experience. "Principles and Processes" includes the topics of advice seeking, articulation and coordination, evaluation, followup, legislation, planning, and research. Basic philosophic concepts in education are reviewed and summarized--the essentialist, the pragmatist, and the existentialist viewpoints. Each philosophy provides a generalized'response to four fundamental questions regarding the nature of the learner, teacher's role, curriculum, and role of schooling. The same questionsare used to derive a philosophic position for vocational Aducation. The principles of vocational education are used to providea response to these issues, and the responses are compared. A philosophic position derived through inductive processes results. (YLB) *********************************************************************** * Reproductions supplied by EDRS are the best that cats be made * * from the original document. * *********************************************************************** Special Publication Series No. 48 PRINCIPLES AND A PHILOSOPHY ti FOR VOCATIONAL EDUCATION cp D Melvin D. Miller Fellow Advanced Study Colter U.S. DEPARTMENT OFEDUCATION NATIONAL INSTITUTE OFEDUCATION RESOURCES INFORf TION ED CATIONAL CENTER (ERIC) reproduced as 1 This document has been received from the person ororganization originating it, been made to improve (.1 Minor changes have reproduction quality. stated in this docu- Points of view or opinions represent official ME ment do not necessarily position or policy. The National Center for Research in Vocational Education The Ohio State University 1960 Kenny Road Columbus, Ohio 43210 1984 THE NATIONAL CENTER PON MUNCH IN VOCATINAL INUCATION NI 0100 PATS UNVIIIIITY OXLAHOMA STATE DEPARTMENT OF VOCATIONAL AND TECHNICAL. EDUCATION THE NATIONAL. CENTER MISSION STATEMENT The National Center for Research in Vocational Education's mission is to increase the ability of diverse agencies, institutions, and organizations to solve educational problems relating to individual career planning, preparation, and progression. The National Center fulfills its mission by: Generating knowledge through research Developing educational programs and products Evaluating individual program needs and outcomes Providing information for national planning and policy Installing educational programs and products Operating information systems and services Conducting leadership development and training programs For further information contact: Program Information Office National Center for Research in Vocational Education The Ohio State University 1960 Kenny Road Columbus, Ohio 43210 Telephone: (614) 486-3655 or (800) 848.4815 Cable: CTVOCEDOSU/Columbus, Ohio Telex: 8104821894 3 FUNDING INFORMATION Project Title:2 National Center for Research in Vocational Educa- tion, Personnel Development Function Contract Number. 300780032 Project Number: 051MH20004 Act Under Which Education Amendments of 1976, P.L. 94-482 Funds Were Administered: Source of Contract: U.S. Department of Education Office of Vocational and Adult Education Washington, D.C. 20202 Contractor The National Center for Research in Vocational Education The Ohio State University Columbus, Ohio .43210 Executive Director. Robert E. Thylor Disclaimer: This publication was pre pursuant to a con- tract with the Office of ocational and Adult Edu- cation,U.S.Department of Education. Contractors undertaking such projects under gov- ernment pponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not, there- fore, necessarily represent official U.S. Depart- ment of Education position or policy. Discrimination Title VI of the Civil Rights Act of 1964 Prohibited: states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the bene- fits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Title DC of the Taducation Amend- ments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education Project, like every program or activity receiving financial assistance from the U.S. Department of Educa- tion, must be operated in compliance with these laws. I i r") . ,.... P t0 To Mariann 5 t TABLE OF CONTENTS Page FOREWORD xi EXECUTIVE SUMMARY xiii CHAPTER 1.PHILOSOPHERS AND PRACTITIONERS 1 ,, Introduction 1 , 1". .. , Philosophy's Role j t.',: .,1 Principles and Practitioners Policy and Policymakers 6 Three in a Tub 7 Toward a Paradigm 9 CHAPTER 2. THE HISTORICAL SETTING AND PRINCIPLES OF VOCATIONAL EDUCATION 13 Historical Context 13 Democracy and the Schools 13 Life Patterns. for Women 15 Apprenticeship Programs .17 A Widespread Concern 18 Principles 19 CHAPTER 3.PRINCIPLES AND PEOPLE 23 Introduction 23 Guidance 24 The Principle 24 Antarly Concern 24 Current Directions 25 Counselors 27 Looking Ahead 28 .4 Lifelong Learning 31 The Principle 31 Early Practices 31 A Contemporary View 33 Needs 39 The Principle 39 Industry and Business 39 Open to All 45 The Principle 45 Demccratic Education 45 Theca: into Practice 45 Placement 51 The Principle 51 Building a Bridge 51 Completing the Job 51 Sex Bias/Stereotyping 57 The Principle 57 Early Views 57 Emerging Issues 59 Special Needs 67 The Principle 67 More Than Equal 67 Solutions 68 Student Organizations 75 The Principle 75 Future Farmers of America Leads the Way 75 Expanding Opportunities 75 Thachers 81 The Principle 81 Old Occupational Demands 81 New Professional Expectations 83 vi !. Work Ethic 91 The Principle 91 Being Traditional 91 Ethics and Change 91 CHAPTER 4.PRINCIPLES AND PROGRAMS 97 Introduction 97 Career and Prevocational Education 99 .4y The Principle 99 An Old Idea Reborn 99 C?ntributions 100 Summary 102 Comprehensive Education 105 / The Principle 105 Single Versus Dual Administration 105 Resolving the Conflicts 107 Educational Intelligibility 108 Relevancy 109 Removing Stigmas , .110 Changing Education 111 Curriculum 117 The Principle 117 Preparation for Work 117 Old Goals Revisited 118 Families of Occupations' 123 The Principle 123 One Job or Many? 123 Creating Options 124 Secondary Versus Postsecondary 124 Innovation 127 The Principle 127 Exemplary Programs and Innovation .127 Innovation and Renewal 128 Innovation as Improvement 128 vii 8 Job Entry 133 The Principle 133 A Constant Focus 133 A Means, Not an End 134 Safety 139 The Principle 139 Safety at First 139 Educating for Safety 139 Supervised Occupational Experience 143 The Principle 143 An Early Expectation 143 Keeping a Good Thing 146 CHAPTER 5.PRINCIPLES AND PROCESSES 151 Introduction 151 Advice Seeking 152 The Principle 152 Early Beginnings 152 Modern Rationale 153 Articulation and Coordination 157 The Principle 157 Some Definitions 157 A Recent Concern? 157 Today's Issues 158 Evaluation 163 The Principle 163 Evaluation Defined 163 Why Evaluate? 163 viii Follow-Up 167 The Principle 167 A Commitment Unfilled 167 Focus on Students 167 Program Improyement 168 Customer Follow-Up 168 Legislation' r 171 . 114 The Principle"' ... 171 Where It All Began 171 Federal Versus State Responsiility 173 177 , The Principle z..* 177 Settting Direeonr, 177 A Comprehensive View -(.' 178 Research 185 The Principle 185 A Federal Board Role 185 Modern Research Programs 185 CHAPTER 6.PHILOSOPHICAL CONCEPTS IN EDUCATION 191 Educational Philosophy A Layperson's View 191 Viewing the Learner 196 The Essentialist Philosophy 196 The Pragmatist Philosophy 198 The Existentialist Philosophy 198 The Teacher's Role 199 The Essentialist Teacher 200 The Pragmatist Teacher 201 The Existentialist Teacher 202 The Curriculum as Truth 202 The Essentialist Curriculum 203
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