PHILOSOPHY OF

VOCATIONAL EDUCAITON
Three Part Lesson
1. An Introduction to Philosophy
2. Philosophies of Education
3. Principles of Vocational Education

By
David Agnew
Arkansas State University
Objectives
At the completion of the lesson
you should be able to:
1. Define terms associated with philosophy.
2. Name and describe the four major branches of
philosophy.
3. Explain why and how philosophy is important to
educators.
4. Describe the major educational philosophies and
their origin.
5. Name the leading philosophers which have
shaped thoughts about education.
Objectives… Continued
6. List the major questions about education that
philosophy attempts to answer.
7. Identify the major principles that define the
parameters of vocational education and
distinguish it from other types of education.
8. Compare and contrast the early philosophical
viewpoints concerning vocational education.
9. Identify your educational philosophy.
10. Write a personal philosophy statement.
WHAT IS PHILOSOPHY?
German word for philosophy is
WELTANSCHAUUNG, means world view or
way of viewing the world.
“Love of Wisdom” Origin Definition
developed by Socrates
Raises questions about central issues of life
Most questions deal with:
 Reality

 Truth

 Values
PHILOSOPHY is…..
The search for a consistent,
comprehensive answer to basic
questions. The attempt to give
meaning to existence.
A search for meaning and truth.
The body of principles underlying a
branch of learning or major discipline
 Philosophy as a Noun:
Philosopher
A person who lives and thinks according to a
particular philosophy.
A person who is calm and rational under any
circumstances.
One who philosophizes; one versed in, or
devoted to, philosophy.
a wise person who is calm and rational;
someone who lives a life of reason with
equanimity
 Philosophy as a Verb:
Philosophizing
• To reason like a philosopher; to search into
the reason and nature of things; to
investigate phenomena, and assign rational
causes for their existence.
Who has a Philosophy?
Individuals
Families
Institutions
Professions
Religious groups
Political parties
Nations
WHY IS IT IMPORTANT TO
CONSIDER PHILOSOPHY?
Standard by which we In institutions it
live or die becomes a statement of
who we are and how
 Wars are fought we interact with others
 People die for their Provide clarification for
views what is or has been
All action in everyone’s done by others
life and at work Provides a framework
originate from a for life and our action
philosophy or view of Can be useful in solving
the world educational problems
A good mental activity
Why is Philosophy Important?
Continued…2
Job searches, interviews Dealing with students
Affects how we deal How to schedule classes
with problems
What to do in certain
Basis for decisions situations
Many job applications
ask for a statement of What methods to use
your philosophy Who comes first
 Written or verbally  Students?
 Asked directly or  Faculty?
Indirectly in situational  Convience?
questions
Where Does One’s
Philosophy Come From?
Your life experiences…
Parents
Friends
Church
School
Organizations
Work or Profession
Media, TV, Radio, books, Newspaper, etc…
The Philosophic Attitude, Values
and Disposition
• Frequent Reflection (Reflective Practitioners)
• Critical Inquiry, seeks knowledge & understanding
• No stone left unturned in quest for truth
• No scared cows, Everything is “up for grabs”
• Thinks outside the box
• Answering Questions vs. Questioning Answers
• Questions Party Line?
• Open minded
• Reluctant to Assume
• Altruistic, Not self centered,
How are Philosophies
Expressed?
Code of: Conduct, Ethics, Honor, etc…..
Mission Statements
Creeds
Pledges
Handbooks
Constitution and by laws
Motto
 No Child left behind
 Learning to do, doing to learn, Earning to live and
Living to serve
Major Branches of Philosophy
Axiology: theory of values. Concerned with
what is good, what is beautiful, and what is
desired or preferred and the relationships
involved. Divided into two parts:
 Ethics: examines moral values and the rules of right
and wrong
 Aesthetics: beauty and art.
Epistemology: the branch of philosophy
dealing with the nature of knowledge and
truth.
Metaphisics: dealing with the search for first
principles. Usually of a spiritual nature.
Ontology: deals with the nature of reality.
Epistemology
Concerned with theories of
the nature of knowledge
Epistemological questions:
 How do people learn?
 What knowledge is of utmost value?
 What are the different types of knowledge?
 What are the educational goals of our
area?
Axiology
Concerned with theories of value
Two major divisions of axiology
 ethics
 What is right and wrong?
 What is evil and good?
 aesthetics
 What is beautiful and ugly?
Some common terms used that relate to axiology
are, pessimism, optimism, hedonism, egoism, and
altruism.
 Hedonism -- The ethical doctrine holding that only what is
pleasant or has pleasant consequences is intrinsically good.
If it feels good do it….
Metaphysics
Concerned with theories of the nature
of reality.
 Why does the earth exist?
 How did it come into being?
 Is mankind free?
 Is there a God?
 What is real?
Metaphysics
Common terms used in metaphysics are:
 theology
 creationism
 evolution
 spirit
 free will
 atheism
Metaphysics is the area many people think of
when they hear the term philosophy.
Terms of Some Importance

COSMOLOGY: Origin and structure of the universe.

Accepts the principles or science and metaphysics.
DIALECITC: The art of debate by question and answer.
Eclectic -- Selecting or employing individual elements
from a variety of sources, systems, or styles. One who
chooses from different points of view or philosophies.
LOGIC: Rules and requirements for correct and valid
thinking.
POLICY: A set of expectations to be met, a guideline
for discretionary action. The means by which philosophy
and principles become operational.
PARADIGM
PARADIGM: A set of beliefs or
expectations, that correspond with the world
view. A paradigm is a body of language,
shared precepts, theory and methods.
Sometimes equated to one’s “World View”
Paradigm Shift: When the rules change
on a grand scale.
Reason and Reasoning
Reason -- To think logically.
Reasoning
 The basis or motive for an action, decision,
or conviction
 To determine or conclude by logical
thinking
 The capacity for logical, rational, and
analytic thought; intelligence.
Inductive and Deductive
Reasoning
Deductive -- Inductive --
reasoning from the reasoning from
general to the detailed facts to
particular. (or from general principles.
cause to effect) The process of
deriving general
principles from
particular facts
or instances.
Knowledge

The body of facts and principles

accumulated by mankind over the
course of time
 Wisdom
 Understanding
 Knowledge
 Information
 Data Data Data Data Data
Wisdom
1. The ability to discern or judge what
is true, right, or lasting; insight.
2. Common sense; good judgment: “It
is a characteristic of wisdom not to do
desperate things” (Henry David
Thoreau).
3. Even Wisdom is built on facts……
Where Does Knowledge,
Understanding and Wisdom
Come From?
Study
Reading
Reflection
Going to School
Listening to Educated People

Observations
The Systematic Process of
Finding New Information or
Solutions to a Question or
Problem is Called:

And is Conducted by Researchers

Science…..What is Science?

Science is a means by which we can

gain evidence that either supports or
fails to support a particular claim.
What is the purpose of science?
The purpose of science is to ‘establish
general laws’ that will allow us to ‘make
predictions about future events’
Braithwaite, 1953
The Scientific Method
Scientific Method -- A method of investigation
involving observation and theory to test scientific
hypotheses. The method employed in exact science
and consisting of: (a) Careful and abundant
observation and experiment. (b) generalization of the
results into formulated ``Laws'' and statements. The
principles and empirical processes of discovery and
demonstration considered characteristic of or
necessary for scientific investigation, generally
involving the observation of phenomena, the
formulation of a hypothesis concerning the
phenomena, experimentation to demonstrate the
truth or falseness of the hypothesis, and a conclusion
that validates or modifies the hypothesis.
The Scientific Method
1 State the problem
2 Gather information
3 Form a hypothesis to explain the
observed relationships.
4 Perform experiment
5 Record and analyze data
6 State conclusion
7 Repeat
Values Supporting Science
Values that underlie science:
 1. A longing to know and understand.
 2. Questioning of all things.
 3. Search for data and their meaning.
 4. Demand for verification.
 5. Respect for logic.
 6. Consideration of premises.
 7. Consideration of Consequences.
Source: Educational Policies Commission 1966
Assumptions Underlying
Science
1. We perceive with five basic senses which is
our objective reality.
2. "Objective reality" functions according to
basic principles and natural laws that are
consistent through time and space.
3. Every result has a cause and every event
will cause other events. (Cause and effect)
4. Through our powers of observation,
manipulation, and reason we can understand
the natural laws of the universe.
Hypothesis
Hypothesis –A tentative theory or
supposition provisionally adopted to explain
certain facts, and to guide in the investigation
of others; hence, frequently called a working
hypothesis. a proposal intended to explain
certain facts or observations 2: a concept that
is not yet verified but that if true would
explain certain facts or phenomena.
Theory…..
Theory -- A statement which reflects underlying
principles of certain phenomena which has been
verified to some degree (using the scientific
Method).
A good theory must satisfy two requirements: It
must accurately describe a large class of
observations on the basis of a model that contains
only a few arbitrary elements, and it must make
definite predictions about the results of future
observations.
The LAW
Law -- A statement describing a relationship
observed to be invariable between or among
phenomena for all cases in which the specified
conditions are met: the law of gravity. A
generalization based on recurring facts or events. A
general principle or rule that is assumed or that has
been proven to hold between expressions.

A law may start as just an insightful point or thought.

Then after becoming a Hypothesis and after repeated
testing with some degree of consistence the
hypothesis becomes a theory and then when it has
stood the test of time it becomes a LAW.
PRINCIPLE and RULE
PRINCIPLE: a guide for action,
generalization that states a preferred practice
and serve as a guideline for desired outcome.
Rule -- A generalized statement that
describes what is true in most or all cases. A
basic generalization that is accepted as true
and that can be used as a basis for reasoning
or conduct.
Science Vs. Religion
Religion accepts and encourages faith
and science does not rely on faith as a
source of truth. Yet faith is involved in
trusting physical science.
Faith is often necessary to counter the
effects of physical science.
The “Early Church” did not have a
strong resistance to the quest for truth
through science. The church’s position
was that science can learn of God’s
design of the Universe. But that God’s
Truth is still supreme.
Science Vs. Religion
Is there necessarily any conflict
between religion and science?
 examples of conflict in history....
 the earth is the center of the universe
 there is no such thing as a vacuum
 “God” created “man” on the 7th day... not through
“evolution”....
Science, in some cases, questions or
expresses a “new truth” that may
conflict with a truth established by
religion.
Religion
a. Belief in and reverence for a supernatural
power or powers regarded as creator and
governor of the universe. A personal or
institutionalized system grounded in such
belief and worship.
b. A strong belief in a supernatural power or
powers that control human destiny.
The Enlightened view
Enlightenment A philosophical
movement of the 18th century that
emphasized the use of reason to
scrutinize previously accepted
doctrines and traditions and that
brought about many humanitaian
reforms.
“science” replaced “religion”
emergence of “rational” explanation of
the world
Problem Solving Approach
Problem Solving Approach -- the thought
processes involved in solving a problem.
Problem Solving Method
 1 Define Problem
 2 Brainstorm Possible Solutions
 3 Try Solution
 4 Evaluate the outcome, Did it work?
 Inquiry-based learning
Inquiry-based learning is a philosophy of education which recognizes the
diversity of learners and promotes the development of a critical, socially-
engaged intelligence. It draws on a long history of theoretical and practical
work, but takes on new meanings in an age of digital information and new
communication technologies. It typically involves what John Dewey calls
the primary interests of the learner: investigation--to find out about the
world; communication--to enter into social relationships; construction--to
create things and change the world; and expression or reflection--to
extract meaning from experience.
 Inquiry-based learning
• Questions: arising out of experience
• Materials: diverse, authentic, challenging
• Activities: engaging. hands-on, creating,
collaborating, living new roles
• Dialogue: listening to others; articulating
understandings
• Reflection: expressing experience; moving from
new concepts into action
More Terms of Some
Importance
Utilitarianism, Utilitarian, Utilitarianist -- The doctrine of
worth or value is determined based solely on utility. This point
of view was developed by J. Bentham 1748-1832 and J. S. Mills
1806-73. It is this purpose of action that should bring about the
greatest happiness and good. How does this apply to vocational
education?
Equalitarian -- a person who believes in the equality of all
people. One who believes in equalizing the condition of men.
Empiricist, Empiricism, The theory that all knowledge
is a product of sense experience. The pursuit of
knowledge by observation and experiment. the
doctrine that knowledge derives from experience
Terms of Some Importance,
Continued…..

Mission Fact ... something

Goal thought to be true.
Objective Data ... a recorded
Premise observation. (It may or
may not be a fact.)
Holistic
Opinion ... a belief
Systems
Reductionism
School of
thought
Terms of Some Importance,
Continued……

Doctrine --A principle or body of

principles presented for acceptance or
belief, as by a religious, political,
scientific, or philosophic group; dogma.
A belief (or system of beliefs) accepted
as authoritative by some group or
school.
 Knowledge vs Intuition
• Knowledge - Truth – Epistemological – Is
truth an absolute?
• Intuition - Gut feeling; you just know;
innate sense of knowing; information is
immediate w/o any reasoning involved;
react spontaneously w/o knowing why
 Rationalism vs Empiricism
• Rationalism – the basic source of
knowledge is reason.
• Adherents think that each person either is or
has a mind that has the ability to know
truths directly.
• Things need not be perceived by the senses.
– idealism, classical realism, dualistic theism
 Rationalism vs Empiricism
• Empiricism – the basic source of knowledge
is experience, not reason.
• Adherents emphasize that human learning
centers on perceptual, sensory experience
instead of being centered on the mentalistic,
speculative reasoning or rational process.
– behavioral experimentalism, logical
empiricism, cognitive-field experimentalism
WHAT ARE THE COMMON
PHILOSPHOHIES OF
EDUCATION AND THEIR
ORIGIN?
THE MAJOR QUESTIONS ABOUT
EDUCATION THAT PHILOSOPHY
ATTEMPTS TO ANSWER
What is the nature of the learner?
What is the role of the teacher?
How do you determine what is taught as
truth?
What is the purpose of schooling?
 Teaching?

 Curriculum?

 Methods of instruction?
Practical Applications of
Philosophy to Education
Budgeting Dealing with students
Curriculum content How to schedule classes
Student course What to do in certain
assignment situations
Teacher assignment
What methods to use
Resource allocation
Who comes first
Teacher responsibility
Students?
Student Discipline
Faculty?
Duty assignment Convienence?
Policy
 check your school handbook
 School board sets policy
Philosophical
Schools of Thought
Idealism
Realism
Pragmatism
Existentialism
Reconstructionism
Idealism
Idealism (Idea-ism)
Idealist believe that
ideas are the only true reality.
The material world is characterized by
change, instability, and uncertainty;
some ideas are enduring
Idealism
We should be concerned primarily with
the search for truth. Since truth is
perfect and eternal, it cannot be found
in the world of matter that is both
imperfect and constantly changing.
Methods of Idealism
Study the classics for universal truths
Mathematics (2+2=4 is an absolute
truth)
Dialectic (critical discussion)
 The dialectic looks at both sides of an issue
Lecture is used to transmit known
truths and to stimulate thinking.
The Dialectic

Thesis Antithesis
“War is “War is
good” bad”
Synthesis
Leaders of Idealism
Socrates (469-399 BC)
Plato (427-347 BC)
St. Augustine (350-4300
Descartes (1596-1650)
Berkeley (1685-1753)
Kant (1724-1804)
Socrates
Regarded as the father of philosophy
Believed we learned through
questioning (the Socratic method)
Wrote nothing, what we know of his
views were written by his followers,
most notably Plato
Plato
A student of Socrates
Known as the father of idealism
Operated a school named
the “Academy”
Plato’s views toward education
The state must take an active role in
educational matters
The curriculum must lead bright
students from a concern with concrete
data toward abstract thinking
Students with little ability for
abstraction should go into the
military, business and industry.
Plato
Those who demonstrate proficiency in the
dialectic would continue their education and
become philosophers in positions of power to
lead the state toward the highest good (the
Philosopher-King)
Believed both boys and girls
should be educated and girls
should be equals.
Augustine (354-430)
Born in North Africa (Roman citizen)
 Mother - Christian, Father - Pagan
Attended Roman Primary School
 grammar and literature emphasized
At 16 went to Carthage and studied:
 rhetoric, music, geometry, grammar, mathematics
During his younger days “He lied,
he stole, he wenched.”
Augustine. . .
Became a grammaticus in his native town
Taught rhetoric in Carthage, Rome, Milan
While in his 30’s was converted to
Christianity, took his holy orders and became
a great evangelist and priest.
Found great favor in the church and
became a great religious leader.
Augustine
People do not create knowledge; God
has
already created it,
but people can discover it
through trying to find God.
Augustine’s Beliefs
Women were held in low regard (this
view was incorporated into the church
and held for a thousand years)
Only a few people possessed the
mental ability to quest for the truth.
Therefore most people should rely on
the church for knowledge.
Augustine’s Beliefs
Augustine used Greek writings but began to
have doubts how people who did not know
God could write anything which could be of
value to Christians.
In 401 the Church outlawed pagan writings
such as Plato and Aristotle (even the church
leaders were not allowed to read the
ancient literature). This continued
for 1000 years.
Augustine’s Beliefs
about Teaching
Encouraged the use of summaries
Believed teachers should teach through
persuasion and by leading impeccable lives.
Teachers should not expect to increase their
worldly stores through teaching.
The “stick and fist” were needed to
keep students in line since people
were wicked (because of Adam).
The Church and Idealism
Idealism has exerted a great amount of
influence on Christianity.
For centuries the Christian church was
the creator and protector of schooling.
Generations educated in these schools
were indoctrinated with the idealist
point of view (including early
American education).
Descartes (1596-1650)
A renown mathematician
Wrestled with the question of what was
real and did he really exist (perhaps he
was a dream). He finally concluded:
 “I think, therefore I am”
Thinking and ideas are the
ultimate truth.
George Berkeley (1685-1753)
Existence is dependent upon some
mind to know it, and if there are no
minds, nothing would exist unless it is
perceived in the mind of God.
Immanuel Kant (1724-1804)
“…the greatest and most difficult problem to
which a man can devote himself is the
problem of education…”
Education should teach students how to think
according to principles -
moral laws, moral ideals and
moral imperatives
Enlightenment is the goal of
education
Educational Aims of Idealism
Develop the mind
Search for true ideas
Character development
Self-realization
Educational Aims of Idealism
True education is concerned with ideas
rather than matter.
The idealists wants to give students a
broad understanding of the world in
which they live.
The Idealist and the Chair
To an idealist, the
concept of “chair” is
important. You could
destroy all the chairs
in the world but
they would still exist
in the mind. The
idea of a chair is the
ultimate truth.
Realism
Realism
Reality, knowledge and value exist
independent of the human mind. Trees,
sticks and stones exist whether or not
there is a human mind to perceive
them.
Realism
Ideas must be subject to public
verification
 must be proven through scientific
experimentation
“Science for the sake of science”
Realism
Universal properties of objects remain
constant and never change, whereas
particular components do change
Realism
Need to study nature systematically
Deductive reasoning - truth is derived
from
generalizations
 Earth is the center of the universe
Leaders of Realism
Aristotle (384-322 BC)
Thomas Aquinas (1225-1274)
Francis Bacon (1561-1626)
John Locke (1632-1704)
Aristotle (384-322 BC)
Ideas may be important but a proper
study of matter could lead us to better
and more distinct ideas.
Aristotle (384-322 BC)
Golden Mean - a path between
extremes
Balance is key - body and mind operate
together in a balanced whole
Aquinas (1225-1274)
God created matter; therefore it must
be ok to learn about it.
This view helped lead civilization out of
the dark ages, replaced the influence of
Augustine
Aquinas
Truth was passed from God to Humans
by divine revelation, but God also
has endowed humans with
the reasoning ability to
seek out truth.
Bacon (1561-1626)
Novum Organum - challenged
Aristotelian logic
Science must be concerned with inquiry,
pure and simple with no preconceived
notions
We need to examine all previously
accepted knowledge
Bacon (1561-1626)
Need to rid our mind of “idols”
 Idol of the Den - we believe things because of
limited experience
 Idol of the Tribe - we believe things because many
people believe them
 Idol of the Marketplace - we are mislead by
language
 Idol of the Theatre - Religion and philosophy may
prevent us from see the world objectively
Sir Francis Bacon (1561-1626)
Known as the father of inductive
reasoning
 arrive at generalizations from systematic
observations of particulars
Died as a result of the only experiment
he performed - stuffed a dead chicken
with snow to see if it would preserve
the flesh, caught a cold and died
John Locke (1632-1704)
At birth, the mind is a blank sheet of
paper - a tabla rasa
All ideas are derived from experience by
way of sensation and reflection
Realism and Education
Promotes the study of science
and the scientific method
There are essential ideas and
facts to be learned; therefore
lecture and other formal
methods of teaching are useful
Realism and Education
Find specialization to be desirable
Like structure
 ringing bells, departments, daily lesson plans
If something exists, it can be measured
 IQ, Effective teaching
Approve of competencies,
performance-based teaching,
accountability
Realism and Education
Teacher should present material in a
systematic, organized way and teach
that there are clearly defined criteria for
making judgements in art, economics,
politics, etc.
The Realist and the Chair
To a realist, the
actuality of “chair” is
important. A realist
would measure the
chair, weight it, examine
the physical
characteristics, etc. The
fact that the chair exists
is the ultimate truth.
Pragmatism
Pragmatism
The root of the word Pragmatism is a
Greek word meaning “work”.
It is primarily a 20th century philosophy
developed by Americans.
Truth is what works in the real world.
We must keep the desired end in mind.
Ideas should be applied to solving
problems; including social problems.
Leaders in Pragmatism

Auguste Comte, 1798-1857

 Not a pragmatist but emphasized
using science to solve social problems
Leaders in Pragmatism

Charles Darwin, 1809-1882

 Reality is not found in Being, but
in Becoming
 Reality is open-ended, in process,
with no fixed end.
American Pragmatists

Charles Sanders Peirce, 1839-1914

Widely acknowledged as the father of
pragmatism
Wrote an article on “How to make our Ideas
Clear” in Popular Science Monthly that is
regarded as the basis for pragmatism.
True knowledge of anything depends upon
verfication of our ideas in actual experience
American Pragmatists
William James, 1842-1910
 The truth of an idea is its “workability”
 Truth is not absolute and immutable; rather it is
made in actual, real-life
 James called his philosophy “radical empericism”
 James’s 1907 book “Pragmatism”
did much to promote pragmatism.
 Rufus Stimson, a leader in agricultural education,
studied under James.
American Pragmatists

John Dewey, 1859-1952

 Need to concentrate on real-life problems
 Sought practical solutions for practical problems
 How We Think
 Felt Difficulty
 Define the problem
 Formulate possible solutions
 Examine & Evaluate possible solutions
 Accept or reject solutions
Pragmatism and Education

Education should be preparation for life

Solving problems is important;
therefore use real-life situations
Teaching methods should be varied and
flexible
Education should be action oriented
Needs and interests of students should
be considered
Pragmatism and Education

Project approach to teaching is

desirable
Curriculum is varied
A broad education is more desirable
The Pragmatist and the Chair
To a pragmatist, the
use of the “chair” is
important. What is
the purpose of the
chair and does it
fulfil that purpose?
The “workability” of
a chair is the
ultimate truth.
Reconstructionism
Reconstructionism
Society is in need of constant
reconstruction
Such social change involves both a
reconstruction of education and the use
of education in reconstructing society
Problems are viewed holistically
Futuristic thinking (utopian thinking)
Reconstructionism
Do not believe preparing students for
the world as it exists today will be
sufficient (too much emphasis on the
status quo)
Reconstuctionists want to:
link thought with action
theory with practice
intellect with activism
Reconstructionism
The goal of education should be to
emphasize the need for change
Students should be out in the real world
“World” curriculum
Technology is valuable
in solving problems
Noted Reconstructionists
George S. Counts
Theodore Brameld
Paole Freire
Karl Marx
Ivan Illich
John Dewey (he is also recognized as a
pragmatist)
The Reconstructionist
and the Chair
To a
reconstructionist,
the redesign of the
“chair” to better
serve the needs of
society is important.
How can the chair
be improved to
prepare society for
the future?
Existentialism
Existentialism
Received new emphasis in the 60s and
70s
 Civil rights
 Women rights
 Individual rights
 Special needs
Existentialism
In education
 curriculum was revamped to meet the needs
(more accurately - demands) of individuals
 mainstreaming
 Pass or fail grade policies
 extended drop deadlines in college
 elimination of core courses
 decline of corporal punishment
Existentialism
In extension there was a focus on
serving non-traditional clientele
Focus shifted toward the
urban environment
Existentialism
Traditional philosophies - consider
questions about the nature of
knowledge, truth and meaning but:
 Existentialists are concerned with
how these things are educationally
significant within the lived
experiences of individuals.
Existentialism and Education
People come first, then ideas
 People create ideas
Emphasis on self discovery
Existentialism and Schools
A good education emphasizes
individuality
Students should take a positive role in
shaping their schools
Existentialism and Schools
Students shouldn’t have to:
 attend classes
 take examinations
 receive grades
There is no set curriculum
Noted Existentialists
Soren Kierkegaard
Martin Heidigger
Martin Buber
Jean-Paul Sartre
The Existentialist and the
Chair
To an existentialist, the
individuals use of
“chair” is important.
Whatever the individual
wants to do with the
chair is important. The
experience of the
individual with the chair
is the ultimate truth.
Match the philosophy
to the image
Idealism
Realism
Pragmatism
Reconstructionism
Existentialism
Principles of
Vocational
Education
WHAT IS THE DIFFERENCE IN
A PHILOSOPHY AND A
PRINCIPLE?
FOUNDING PRINCIPLES OF
VOCATIONAL EDUCATION:
Vocational education is a national concern.
 Labor, education, business, industry, agriculture,
and the public supported the economic need for a
national framework of vocational education.
Vocational education provides for the
common defense and promotes the general
welfare.
 The effectiveness of vocation education in
improving the economic welfare of individuals and
families, and in providing the base of skills for
defense of the nation, has been consistently
demonstrated during periods of war and peace.
FOUNDING PRINCIPLES CON.:

Vocational preparation of youth and adults is

a public school responsibility.
 The democratization of public school brought with
is a favorable consensus on the need for
vocational education in the public school system
Vocational education requires a sound basic
education.
 The technical age has consistently place a
premium on a sound basic education for all
students. The design of vocational education has
always reinforced this assumption.
FOUNDING PRINCIPLES CON.:
Vocational education is planned and
conducted in close cooperation with business
and industry.
 The concept of an advisory committee as a means
of keeping programs attuned to the needs of
business and industry illustrates the cooperative
dimension of program planning.
Vocational education provides the skills and
knowledge valuable in the labor market.
 Program content is based upon analysis of the
needs for the labor market. Placement and follow
up studies test the degree to which the product of
the program (the student) adjusts and makes
progress in the job.
FOUNDING PRINCIPLES CON.:

Vocational education provides continuing

education for youth and adults.
 The outreach of vocational education through the
trade extension and other adult vocational
programs has contributed significantly to the
“industrial intelligence” of the labor force. The
problem of retraining and lifelong learning is a
foundation element in the structure of vocational
education.

Source: Vocational Education: Concepts and Operation 1982,

Calhoun and Finch
PRINCIPLES OF PRESENT DAY
VOCATIONAL EDUCATTION:

Vocational education is the right of everyone

who desires and can profit by it, and it is the
responsibility of the schools to provide for it
within the curriculum.
 This principle precludes program limitations as
they now exist in many instances, and establishes
the need for a broader and more inclusive
vocational program based upon the individual
needs and work opportunities. Such planning
establishes the base for the school to become
responsible for the student in transition to the
next level of education or work.
PRESENT DAY PRINCIPLES
CON.:
Vocational education is a continuous process
from early childhood throughout life.
 The process can be roughly divided into four
phases which prescribe themselves to general
levels of education. The types of programs which
are appropriate and can be planned for each level
are
 informational and orientation

 orientation and exploratory

 exploratory and preparation

 upgrading and retraining

PRESENT DAY PRINCIPLES
CON.:
Vocational
education, like
general education, is
a responsibility of
the total school and
cannot be limited to
a single discipline or
department.
Vocational education
programs can be
developed which serve
as nonblocking career
ladders, and they can
be planned to be
consonant with the
goals of both general
and vocational functions
of education.

Source: Vocational Education: Concepts and Operations,

Calhoun, C.C. and Finch, A.V. 1982 page 64-65
WHAT ARE SOME OF THE
GUIDING PRINCIPLES OF
VAOCATIONAL EDUCATION IN
KEY AREA?
PRINCIPLES OF PROGRAM
OPERATION AND DESIGN FOR
VOCATIONAL EDUCAITON.
PRINCIPLES AND PEOPLE:
Guidance
 essential component of
vocational education
Lifelong learning
 promoted through
vocational education
Needs
 needs of the community
are reflected by
programs of vocational
education
Placement
 the next step as a
responsibility of
vocational education
Open to all
 vocational education is
open to all
Special Needs
 individuals with special
needs are served through
vocational education
Student Organizations
 teachers of vocational
education are both
professionally and
occupationally competent
Work Ethic
 a positive work ethic is
promoted through
vocational education.
PRINCIPLES AND A PHILOSPHY FOR
VOCATION EDUCATION:

Career and Prevocational Education-

 The career awareness and prevocational education
components of career education compliment
vocational education.
Comprehensive Education-
 Vocational education is part of the public system
of comprehensive education.
Curriculum-
 Curricula for vocational education are derived from
requirements in the world of work.
PRINCIPLES AND A PHILOSPHY FOR
VOCATION EDUCATION con.:
Families of occupation-
 Bases for developing curricula for vocational
education at the secondary level.
Innovation-
 Stressed as a part of vocational education.
Job entry-
 Persons are prepared for at least job entry
through vocational education.
Safety-
 Paramount in vocational education.
Supervised Occupational Experience-
 Provided through vocational education.
PRINCIPLES AND PROCESSES:
Advice seeking-
 Advice from the community is sought in providing
vocational education.
Articulation and Coordination-
 Central to the purpose of vocational education.
Evaluation-
 A continuos process in vocational education.
Follow-up-
 A vital extension of vocational education.
Legislation-
 Federal legislation for vocational education is a
reflection of national priorities.
PRINCIPLES AND PROCESSES con.:

Planning-
 Comprehensive planning is stressed in vocational
education.
Research-
 Research on a continuing basis is fundamental to
the dynamics of vocational education.

Source: Principles and Philosophy of vocational education 1985,

Melvin Miller