
Liberalizing Vocational Study
Democratic Approaches to Career Education
Emery J. Hyslop-Margison(Author)
University Press of America
Published on 27. January 2005
Book
Paperback/Softback
124 pages
978-0-7618-3085-6 (ISBN)
Description
This book addresses a critically important question regarding human capital learning in our present neo-liberal schooling context: How can contemporary career education programs be integrated into public school curricula without impacting negatively on the liberal learning, intellectual autonomy, and democratic citizenship of students?
To alleviate the enduring curriculum tension between liberal and vocational study, the book recommends adopting Aristotelian and Deweyan approaches to career education. While Aristotle offers a philosophy of education whose ultimate aim remains sensitive to the critical emphasis of liberal study, its content and practice must also address production objectives. Dewey was an ardent supporter of vocational education, but he rejected the social efficiency view that students should be prepared to meet the narrow human capital requirements of industry. He believed that vocational education must respect principles of democratic learning and broaden future occupational opportunities for students. Ultimately, this book suggests that the choice is not the traditional bifurcated one between liberal and vocational education, but between vocational education that is liberal and democratic, and that which is not.
To alleviate the enduring curriculum tension between liberal and vocational study, the book recommends adopting Aristotelian and Deweyan approaches to career education. While Aristotle offers a philosophy of education whose ultimate aim remains sensitive to the critical emphasis of liberal study, its content and practice must also address production objectives. Dewey was an ardent supporter of vocational education, but he rejected the social efficiency view that students should be prepared to meet the narrow human capital requirements of industry. He believed that vocational education must respect principles of democratic learning and broaden future occupational opportunities for students. Ultimately, this book suggests that the choice is not the traditional bifurcated one between liberal and vocational education, but between vocational education that is liberal and democratic, and that which is not.
More details
Language
English
Place of publication
Lanham, MD
United States
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 7 mm
Weight
192 gr
ISBN-13
978-0-7618-3085-6 (9780761830856)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Emery J. Hyslop-Margison is an Assistant Professor in the Department of Educational Studies at Ball State University. Professor Hyslop-Margison holds a Ph.D. in Curriculum Theory and Implementation from Simon Fraser University in Burnaby, B.C. He received his M.Ed. in Curriculum and Instruction from the University of New Brunswick in Fredericton, N.B., and holds an M.A. in Philosophy from Queen's University in Kingston, Ont.
Content
Chapter 1 Foreword
Chapter 2 Preface
Chapter 3 Acknowledgments
Chapter 4 The Liberal/Vocational Divide
Chapter 5 Historical Debates and the Cognitive Division of Labor
Chapter 6 The Intellectual Virtues and Liberal Education
Chapter 7 Autonomy and Democratic Citizenship
Chapter 8 Policy and Program Critique
Chapter 9 Recommendations and Conclusions
Chapter 10 References
Chapter 11 Index
Chapter 2 Preface
Chapter 3 Acknowledgments
Chapter 4 The Liberal/Vocational Divide
Chapter 5 Historical Debates and the Cognitive Division of Labor
Chapter 6 The Intellectual Virtues and Liberal Education
Chapter 7 Autonomy and Democratic Citizenship
Chapter 8 Policy and Program Critique
Chapter 9 Recommendations and Conclusions
Chapter 10 References
Chapter 11 Index