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Ch. 2 Leaders Who Influenced Career and Technical Education Curriculum…
Ch. 2
Leaders Who Influenced Career and Technical Education Curriculum Development
Historical Role of Brooker T. Washington
Emphasized cognitive and problem-solving skills as essential goals.
Views of Brooker T. Washington and W.E.B Du Bios
David Snedden and Charles Prosser
Charles Prosser
Workplace Competencies
Information
Systems
Interpersonal Skills
Technology
Resources
Foundational Skills
Basic Skills
Thinking Skills
Personal Qualities
John Dewey
A Redefinition of Manual Training
Origin and Justifications of the Dual System
Differences in Educational Philosophies: John Dewey and Charles Prosser
M. D. Mobley's Philosophy of Career and Technical Education
Dale Parnell
Summary
Introduced the early leaders who influenced CTE curriculum development.
The struggle to introduce vocational education into all educational curricula was attributed to Booker T. Washington, an educator and leader; David Snedden, an educational administrator; Charles Prosser, a lawyer; and John Dewey, a philosopher.
Booker T. Washington defined an educated person as one possessing
1) both cognitive and problem-solving skills
2) self-discipline
3) moral standards
4) a sense of service. His recognition that true learning is more than memorization was unusual in his day.
Washington's philosophy paved the way for the widely acclaimed Washington and Du Bois debates. Concerned with the practical education of the masses recently freed from slavery, Washington advocated taking what was immediately available: industrial education in a segregated setting.
W.E.B. Du Bois was convinced that equality required developing a highly educated African American leadership, a "talented tenth" on an intellectual, social, and political par with Whites.
David Snedden was a powerful advocate of the social efficiency doctrine. He gave prominence to the desirability of occupational experience.
Charles Prosser's view was that in vocational education, practice and theory must go hand in hand; the more intimately they are related to each other, the more the school will contribute to the learner's immediate success in the shop and equip the person with mastery of one's calling.
John Dewey was a strong advocate for vocational education. He was critical of the existing traditional liberal education of the time and felt that it did not provide the skills and attitudes that individuals needed to live in an age of science. He believed that the curriculum should include a series of situations in which students are involved in solving problems of interest to them, such as the "project method" employed in some manual training schools that engaged students in activities requiring thinking as well as doing.
M.D. Mobley's greatest asset was his ability to work with and get along with all types of people. Mobley was regarded as a humanitarian, public-relations specialist, legislative strategist, and organization leader.
Dale Parnell contributed a model for secondary-postsecondary connections in his Tech Prep 2+2 model that provided an education-to-career pathway for the middle quartiles of students, the neglected majority. Tech Prep became a separate component in the federal Carl Perkins Act and continues to be embedded in that legislation as programs of study.