Influence of Social Reform Ideologies on Industrial/Technology Education

Autor/in	Ireh, Maduakolam
Titel	Influence of Social Reform Ideologies on Industrial/Technology Education
Quelle	(2016), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Change; Educational Change; Ideology; Industrial Education; Technology Education; Educational History; Influences; Moral Development; Social Action; Progressive Education; Efficiency; Social Theories; Low Income Students; Vocational Education; Poverty; Social Problems + Suchen Sie Ihr Suchwort? Sozialer Wandel; Bildungsreform; Ideologie; Technisch-naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; Influence; Einfluss; Einflussfaktor; Moralische Entwicklung; Soziales Handeln; Reformpädagogik; Progressive Erziehung; Effectiveness; Effektivität; Wirkungsgrad; Gesellschaftstheorie; Ausbildung; Berufsbildung; Armut; Social problem; Soziales Problem
Abstract	The founding of industrial/technology education in Ameria represents the convergence of many influences dating back to the pre-industrial revolution era. Social reform movement, one of these influences, set out to change conditions considered to be causes of poverty and other social problems through active engagements in political, educational, and social programs. This article examines, historically, the influence of social reform ideologies, such as those of the social settlement movement, John Dewey's social philosophy and experimental schools, the social reform movement, and the industrial-social efficiency movement on the development and mainstreaming of industrial/technology education in America. Industrial/technology education should contribute not just to students' skills and knowledge but also to their capacity to develop moral perspectives and social wisdom. Hence, the study of the subject field should be linked to history and changes in social and economic structures of our society. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01