The Work Ethic and American Schools: The Roots of Change.

Autor/in	Johnson, James N.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	The Work Ethic and American Schools: The Roots of Change.
Quelle	(1978), (97 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Attitude Change; Education Work Relationship; Educational Responsibility; Employer Employee Relationship; Job Satisfaction; Moral Values; Schools; Self Actualization; Social Change; Social History; Social Problems; Sociocultural Patterns; Socioeconomic Influences; Work Attitudes; United States + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Erziehungsverantwortung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Moral value; Ethischer Wert; School; Schule; Self actualisation; Selbstverwirklichung; Sozialer Wandel; Sozialgeschichte; Social problem; Soziales Problem; Soziokulturelle Theorie; Sozioökonomischer Faktor; Work attitude; Arbeitshaltung; USA
Abstract	The comtemporary dialogue on work needs to be placed within an historical perspective so as not to view issues now coming to the fore as faddish or mere fallout from the sixties. Today's society still contends with tension between the values of pre-industrial America and those of the evolving corporate state. The crux of this ongoing struggle is the conflict between individual and corporate definitions of the individual as worker and the culture's deep commitment to ideals of personal sovereignty. Meanwhile, two of education's primary functions--promoting full individual development and producing workers--are increasingly seen as contradictory. Education has responded to, not directed, changes in the nature and meaning of work; it has served, not defined, society's needs. Dominant sections of society seem unready to change that situation or to modify assumptions about profit and efficiency. Yet, some observers hold schools somewhat responsible for current unrest. Schools have influenced the direction of values change, e.g., in promoting self actualization that feeds the new anti-authoritarianism. There is room for debate here, and need to realize that preparing people for work is not merely a matter of marketable skills and aptitudes and "matching." The first step is to ask if conceptions about work underlying current educational practice are in tune with modern realities. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC