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

2. 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

3. Early Career and Technical Education in America
Family and Churches
Apprenticeships
Beginnings of Universal Education
Colonial Governments
Benjamin Franklin
Post-Revolutionary War
Church Schools and Academies for the Wealthy
Felt Need
U.S. Constitution?
Boston: Primary School System and a H.S.
Massachusetts Law: Towns to fund H.S.s

4. Early Educational Movements
Mechanical Institutes
American Lyceum
Manual Labor
Technical Schools
Land-Grant Act 1862
Trade Schools, post 1865
Corporate Schools

5. . . . Continued Educ. Reforms in the Elementary Schools
Teacher Training, textbooks and lesson planning (Normal Schools)
Child-Centered Curriculum
Kindergarten
Manual Training
Washington U (St. Louis)
M.I.T.
Special Manual Training Schools Become Technical Schools

6. . . . Continued Passage of Compulsory School Laws – H.S.
Douglas Commission of Massachusetts
1913 NEA Commission called for creation of the Comprehensive HS and Intermediate or Junior HS
Basic Education
Classical for College-bound Students
Practical
Natl. Soc. for the Promotion of Indus. Educ. 1906

7. . . . Continued - Movements to Include Practical Subjects in HS
American Sloyd
Arts & Crafts
Correspondence
Manual Arts
Industrial Arts
Agricultural Education, Home Economics, and General Business Educ.
Comm. On Natl. Aid to Voc. Education, 1914 led to Smith-Hughes Act, 1917

8. 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

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

10. Philosophical Influences on Education
Idealism
Realism
Pragmatism
Existentialism
What should We Teach?
How Should We Teach?

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

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