Futurism: A Needed Process in School Personnel Preparation.

Autor/in	Burdin, Joel L.
Institution	Michigan State Univ., East Lansing.
Titel	Futurism: A Needed Process in School Personnel Preparation.
Quelle	(1970), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Democratic Values; Educational Planning; Educational Responsibility; Educational Trends; Models; Personnel Needs; Prediction; Social Change; Systems Approach; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Bildungsplanung; Erziehungsverantwortung; Bildungsentwicklung; Analogiemodell; Personnel requirement; Personalbedarf; Vorhersage; Sozialer Wandel; Systemischer Ansatz
Abstract	This paper projects present trends and capabilities into the future, conjectures about the educational implications of these trends, and proposes some possible responses for those involved in the preparation of school personnel. It is simultaneously an illustration and an application of the process of "futurism" and its increasing relevance to systems-based educational planning. After introducing the rationale for the paper, the author presents a series of 18 charts designed to serve as tentative process-models which, if extended and refined, could serve as a basis for responding to, and perhaps even influencing, the needs of the future. Each chart focuses on one of 18 societal trends (e.g., "Increasing Youthfulness of the Population") and outlines its possible consequence in terms of (1) Educational Outcomes, (2) Impact on School Personnel, (3) Impact on Preparation Programs, and (4) Illustrative Responses. After presenting a synthesis and discussion of the content of these charts, the author identifies and responds to eight basic questions which anticipate the demands of this projected future (e.g., "What values should school personnel hold and what related traits should they exhibit?" and "What personal-social-physical deficiencies and limitations should be remediated?") and urges that an active and continuous dialogue be addressed to such questions. In his conclusion, the author stresses two possible and opposite directions in which we may move--one based on an obliteration of democratic values, the other on a fuller realization of them. (JES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01