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The New Vocationalism: a Deweyan Analysis

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The New Vocationalism: a Deweyan Analysis THE NEW VOCATIONALISM: A DEWEYAN ANALYSIS By JEFFREY LAURANCE DOW A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2002 Copyright 2002 by Jeffrey Laurance Dow In loving memory of my mother and father, Ernestine and Laurance Dow, who, like Dewey, believed that education was a lifelong process, I dedicate this dissertation. ACKNOWLEDGMENTS Education, what John Dewey called the continuous reorganizing and reconstructing of experience, is bound up in a rich complex of social relationships, all different and all of equal importance. I would like to thank some individuals who helped make this educational experience so meaningful. Robert Sherman introduced me to the thinking and ideals of John Dewey, taking me to Dewey’s family home and allowing me to participate with him in a seminar on Dewey at the University of Vermont. For Rob Sherman’s academic support and continued friendship, I am truly grateful. I also want to thank Paul Sindelar for working with me on Project SIR and supporting my effort to complete this dissertation. Paul’s commitment to research and high quality scholarship was inspirational. I am blessed with a doctoral committee of compassionate and supportive scholars. I wish to thank Patricia Ashton, Paul George, and Karen Kilgore for helping me clarify my research question and sharpen my focus. In particular, I would like to thank Dr. Ashton for her detailed editorial contributions. I am especially grateful to my committee chair, Rodman Webb, who included me in research and consulting activities, modeled the dedication and skill of a master teacher, challenged my ideas, pushed me to reflect on my work, and had the patience to help me construct a scholarly manuscript. I have grown as a scholar and a person from my work with these fine people, and I hope that our iv experiences will continue to overlap for many years to come. I thank them all for their kindness and support. This dissertation would not have been completed without the physical and moral support of the Gainesville learning community. I wish to thank my fellow doctoral students, especially Hugh Schoolman, Linda Gonzales, Jamie Leier, and Randy Hewitt, for their support and intellectual stimulation. The collateral learning from my friends was a powerful component of the doctoral program. Finally, it is with much love that I thank my wife, Marty, for her help and support. Marty has listened to my ramblings, supported my research and consulting efforts, and served as my computer guru in the production of academic manuscripts. She was always available to provide insight and perspective to my work and would cheerily lend an ear or a hand to help me move forward. I could not have completed this dissertation without her support and assistance. I am forever in her debt. v TABLE OF CONTENTS page ACKNOWLEDGMENTS ................................................................................................. iv ABSTRACT....................................................................................................................... ix CHAPTER 1 TWENTIETH CENTURY EDUCATIONAL REFORM: THE PROGRESSIVE DEBATE..............................................................................................................................1 Introduction..................................................................................................................... 1 Purpose of the Study ....................................................................................................... 5 Significance of the Study................................................................................................ 6 Historical Context ........................................................................................................... 9 Social Efficiency Paradigm.................................................................................... 11 The Great Disruption.............................................................................................. 21 Call to Arms ........................................................................................................... 25 New Vocationalism................................................................................................ 27 Conclusion .................................................................................................................... 31 2 JOHN DEWEY: THE PROGRESSIVE EDUCATOR .................................................35 Introduction................................................................................................................... 35 A Biographical Sketch .................................................................................................. 36 Childhood Influences ............................................................................................. 36 University Experience............................................................................................ 37 The Teacher-Scholar..................................................................................................... 39 University of Michigan .......................................................................................... 39 University of Chicago ............................................................................................ 41 Chicago Laboratory School .............................................................................42 Secondary School.............................................................................................54 The Reflective Philosopher........................................................................................... 61 Post Chicago Reflections ....................................................................................... 62 Special Role of School........................................................................................... 62 School as Culture ................................................................................................... 63 Education as Continuity ......................................................................................... 65 Conclusion .................................................................................................................... 66 3 DEWEY’S PROGRESSIVE THEORY OF VOCATIONAL EDUCATION...............70 Introduction................................................................................................................... 70 vi Power of Language ................................................................................................ 70 Foundation of Experience ...................................................................................... 72 Beginning with the End in Mind............................................................................ 73 Playful Problem-Solvers ........................................................................................ 78 Embryonic Community Life .................................................................................. 80 Occupations as Curriculum and Method................................................................ 81 Teacher-Scholar ..................................................................................................... 85 Conclusion .................................................................................................................... 88 4 THE NEW VOCATIONALISM: A FRAMEWORK FOR CONTEMPORARY VOCATIONAL REFORM................................................................................................90 Introduction................................................................................................................... 90 The Unfinished Agenda ......................................................................................... 91 A New Vocationalism............................................................................................ 92 The New Vocationalism: A Framework for Reform .................................................... 93 Career Academies .................................................................................................. 95 Philadelphia Academies...................................................................................96 California Peninsula Academies......................................................................97 New York Academies......................................................................................98 National Academy Foundation ........................................................................98 Academy Model: Common Elements .................................................................... 99 Academy Curriculum........................................................................................... 101 Summary of the Academy Movement ................................................................. 105 Tech Prep ............................................................................................................. 106 Essential elements of Tech Prep ....................................................................110 Summary of Tech Prep ..................................................................................113 Origins of All Aspects of the Industry ................................................................. 114 AAI as Policy ....................................................................................................... 114 AAI as Integration...............................................................................................
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