John Dewey, Smith-Hughes, and Vocational Education: A New Impetus for an Old Discussion

Autor/inn/en	Torenbosch, Jesse Albert; Vandenabeele, Joke
Titel	John Dewey, Smith-Hughes, and Vocational Education: A New Impetus for an Old Discussion
Quelle	In: Studies in Philosophy and Education, 42 (2023) 6, S.617-632 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torenbosch, Jesse Albert) ORCID (Vandenabeele, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-023-09899-z
Schlagwörter	Vocational Education; Educational Philosophy; Educational Benefits; Community Benefits; Relevance (Education) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsertrag; Relevance; Relevanz
Abstract	Many modern discussions on Vocational education and Training (VET) only consider it's goals in terms of the labor market or social inclusion. This article argues that vocations are an important contribution to the common good of society as whole, and not only a method of securing laborers. In order to acknowledge this contribution there needs to be a reorientation on VET from an educational perspective first and foremost. In order to do this, this article revisits a public debate John Dewey had with two early educational reformers David Snedden and Charles Prosser in the early twentieth century. In this debate, the economic arguments used by Snedden and Prosser, which have found their echoes in the modern VET debates were opposed to the educational arguments of Dewey. This article wishes to show the significant educational nature of Dewey's counter arguments and argue for the relevance of this approach in the modern VET discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01