WED 466-3 Foundations of Workforce Education & Development Module 1 Historical, Philosophical, and Ethical Foundations

Learning Objectives Historical Development of Public Sector Workforce Education . . . of Private Sector Workforce Education Role and Contributions of the GI Bill Philosophical and Ethical Issues Sources of Education – Family and Churches, Apprenticeships, Universal Education, Academies, Mechanics Institutes, American Lyceum Movement, early Technical Schools.

Early Career and Technical Education in America Family and Churches Elementary education in reading writing and church doctrine Churches conducted education because many parents illiterate What could parents teach? Family subsistence Apprenticeships Voluntary (Agree to be ‘bound’ to a Master) (Involuntary were orphan or poor children) being educated to meet personal and occupational needs Town government determine political, educational, economic and social needs Apprenticeships declined in importance in colonial period and suffered mostly during factory system in nineteenth century. Why?

Early Career and Technical Education in America Beginnings of Universal Education Colonial Governments p. 2 Early apprenticeships were an educational institution, like liberal studies, not just to teach skilled craftsmanship Many ‘masters’ could not read or write well enough to instruct so schools were developed in towns with at least 50 households to employ teachers to instruct. Began in Massachusetts in 1647 Benjamin Franklin – Franklin Academy of Philadelphia- 1751 Education for common people in common trades and include classics and religion. Later served only the elite. So early in American history the elite were more inclined to get better education Franklin Academy became University of Pennsylvania in 1775

Early Career and Technical Education in America Franklins experiment spread to other parts of the country Led to Career academies to integrate academic and Career & Technical Education (CTE) curricula – occupation areas such as health, probably engineering, manufacturing, aerospace Post Revolutionary War – after 1781 – common system of education as essential element of a democratic society Important to promote nationalism and balance freedom and order Develop moral character in citizens to promote a good society that would have social and political order. Understand everyone was equal. Government was organized and structured with set system of operation. Any problems??? Lancasterian system of instruction – moral character shaped by the way students interacted in schools. Get along in school transfers to society?

Early Career and Technical Education in America Post-Revolutionary War Formal education by Church schools or specialty (charity schools) established for poor and orphaned children by wealthy individuals or society Another education process generated by: philanthropic, political, economic and social programs moved education from churches and private ownership to the ‘state’, government not specific states Early 1800’s – Charity schools and reformatories were developed in the U.S. to reduce crime and poverty in urban areas due to parents working long hours at industrial jobs and not providing a nurturing family environment This provided the later framework for public schools established to be a means of socializing children. Provide good moral character and keep children off the streets

Early Career and Technical Education in America Church Schools and Academies for the Wealthy 1830’s and 1840’s school movement Charity movement created working model to establish common schools that reinforced social class differences Students from different social classes would be mixed together in the same school facility

Early Career and Technical Education in America Felt Need U.S. Constitution? The constitution did not address education directly. Felt education was each state’s responsibility, like now! Late 1700’s and early 1800’s church and private schools, including schools for the well-to-do, served families who desired education for children No compulsory education laws; so, few children attended school. Education was left to parents or through apprenticeships At this time many immigrants were coming from Germany, France and other European countries. What did they know about the American way of life? P. 8

Early Career and Technical Education in America Boston: Primary School System and a H.S. p. 5 Establish universal public education at public expense Public primary school in Boston 1818 Boston public high school in 1821 Massachusetts Law: Towns to fund H.S.s p. 6 Massachusetts law in 1827 establishing high schools in cities, towns and districts of 500 families or more Early education efforts for adults American labor force supported concept of free, public education for their children but labor also saw the education needs for employed adults

Early Educational Movements Mechanical Institutes - p. 8 early 1800’s large town and cities, a number of societies for mechanics and tradesworkers developed to meet work preparation needs of members. Patterned after England’s mechanics institutes Purpose to improve economic and social conditions of industrial and agricultural workers and provide a pool of educated and efficient workers for mechanics and manufacturing American Lyceum – p. 8 created to serve towns in the country. Based on concept, “men may improve themselves through sharing their knowledge and expertise” Speeches were given to increase the knowledge of the common person. People gathered in town, village or district and called upon members of the audience to contribute from their experience for the listener’s benefit

Early Educational Movements Manual Labor – p. 9 In America manual labor movement, 1830 – 1845, was first introduced in order to integrate regular school subjects with agriculture training. Influence the health of the mind and body Later was a means of physical activity and reduced the cost of education by selling student labor or products of that labor, promoting respect for honest work, building individual character, promote originality, stimulate intellectual development, increase wealth of the country Technical Schools - p. 9 1820’s mechanics institutes and Lyceums dealt with science and math applications to

Early Educational Movements Technical Schools - p. 9 In 1820’s mechanics institutes and Lyceums dealt with science and math applications to agriculture, mechanical and manufacturing practices These led to advanced scientific knowledge in agriculture, mechanical arts and engineering Gardiner Lyceum in Maine (p. 10) – 1823 – full-time scientific and technical school at the college level. Closed after about 10 years due to lack of financial support from Maine legislature Rensselaer technical school, Try, NY, 1824 (p. 10) – benefit sons & daughters of farmers and mechanics applying to experimental chemistry, philosophy, natural history, agriculture, domestic economy, and manufacturing 1868 - Worchester County Free Institute of Industrial Science in Mass. (p. 10) Organized to train engineers, designers of machinery, factory managers and other masters of both scientific principles and practical details

Early Educational Movements Land-Grant Act 1862, p. 11 & p. 230 Jonathan Baldwin Turner & Senator Justin Morrill. Signed into law by Abraham Lincoln One of the most important pieces of legislation concerning vocational and higher education Best way to promote agricultural needs was bring together professors of science from higher education and practicing farmers Turner conceived the idea of a state industrial university to educate all agricultural and industrial occupations in a state Each state granted land to develop one university

Early Educational Movements Trade Schools, post 1865, p. 11 Civil War reconstruction period – prepare people for employment in rapidly expanding industrial economy Trade school movement provided a workable system of industrial education for all Americans, regardless of skin color Hampton Institute in Virginia – 1868 - p. 12 provide both liberal education and trade training to African-Americans to improve character and social status Study a trade for three years or Academic courses for four years Booker T. Washington one of first graduates. Later principal at Tuskegee Institute in Alabama. Philosophy – ‘uplift people’

Early Educational Movements Corporate Schools, p. 12 1872 by R. Hoe and Company manufacturers of printing presses They needed a more educated class of workers to produce improved machinery Free to employees, not compulsory, but advancement opportunities were tied to participation English, mechanical drawing, arithmetic, geometry and algebra General Electric company -1902- combined shop and classroom instruction

Early Educational Movements Corporate Schools….continued Baldwin Locomotive Works – 1901- of Philadelphia Three classes of workers: Under 16 – math, mechanical drawing and shop work Over 18 – chemistry, advanced math, mechanical drawing College graduates and other advanced institutions read reports of technical journals

Early Educ Movements…. . . Continued Educ. Reforms in the Elementary Schools Teacher Training, textbooks and lesson planning (Normal Schools) p. 13 Oswego State Normal School in 1861, teaching method changes: Memorization to reasoning and individual judgement Book-centered to object-centered Over dependence on words in text to oral instruction using objects and oral language lessons Teachers teach with skill and teacher planned lessons

Early Educ Movements…. . . Continued Child-Centered Curriculum , p. 14 Intended to be a miniature ideal society Courtesy, helpful, educational, social, moral ends Kindergarten, p. 14 Compensate for the supposed loss of socialization in slum families Protect children from influence of the street Prepare children for regular schools Major goal was teach children habits to reform homes

Special Manual Training Schools Become Technical Schools . . . Continued Manual Training, p.16 Washington U (St. Louis) - 1878 M.I.T. Both schools more versed in applying engineering principles using tools and machines Four Instructional directives of Russian system Special Manual Training Schools Become Technical Schools

. . . Continued Passage of Compulsory School Laws – H.S. Douglas Commission of Massachusetts p. 36-37 Report concluded the lack of industrial training increased the cost of production Created nation’s attention of urgent need to introduce programs of vocational education into nation’s secondary schools Led to passage of Smith-Hughes Act of 1917 1913 NEA Commission called for creation of the Comprehensive HS and Intermediate or Junior HS p. 19-20

. . . Continued 1913 NEA Commission called for creation of the Comprehensive HS and Intermediate or Junior HS p. 19-20 Basic Education Classical for College-bound Students Practical Natl. Soc. for the Promotion of Indus. Educ. 1906

. . . Continued - Movements to Include Practical Subjects in H.S. American Sloyd p. 21-22 First Swedish models no appeal to American youth, replaced with models of interest to students Students began working from teacher-prepared drawings Individualized instruction broadened to group instruction American Sloyd focus on development of learner not development of skill using hand tools, and use of trained teachers

Continued - Movements to Include Practical Subjects in H.S. Arts & Crafts Correspondence Manual Arts

Continued - Movements to Include Practical Subjects in H.S. Industrial Arts P.24 – Dean James Russell Agricultural Education P.26 – Morrill Land-Grant Act 1862 established colleges and universities - agriculture Home Economics P. 28 - 31 – female seminaries General Business Educ. P. 32 - Comm. On Natl. Aid to Voc. Education, P. 33 1914 led to Smith-Hughes Act, 1917

Educational Philosophies of Dewey and Prosser – 20th Century John Dewey Democratic & Practical Manner: Equalize Individual Differences to Improve Rapidly Changing Society; Promote Personal Initiative & Adaptability Charles Prosser Democratic & Practical Manner: Develop Interest, Needs, & Aptitudes to Perpetuate Society Basis of Smith-Hughes

Servicemens’ Readjustment Act of 1944 Role of the Federal Government? Effects? On Colleges and Universities? Campus Living and Activities? Individual Lives? Society? Vocational Education?

Philosophical Influences on Education Idealism p. 53 Realism p. 56 Pragmatism p. 58 Existentialism p. 62 What should We Teach? How do each of this prepare for employment? How Should We Teach?

Professionalism & Ethics Four Ethical Obligations Promote Learning p. 75 Ensure Health & Safety Protect the Public or Private Trust Promote the Transfer of Learning

. . . Continued True or False? “Invariably, workforce education professionals will encounter ethical conflicts in their careers?”