教育工作:职业主义和美国课程,1876年至1946年

Herbert W. Broda
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引用次数: 93

摘要

书评人赫伯特·w·布罗达博士,美国俄亥俄州阿什兰大学教育学助理教授。这个古老的问题:“什么知识最有价值?”可以被认为是赫伯特·克利巴德最近的学术贡献《为工作而教育:职业主义和美国课程,1876-1946》的基础。克利巴德是威斯康辛大学麦迪逊分校的名誉教授,被认为是美国主要的课程历史学家之一。他在历史学术和教育洞察力方面的声誉当然反映在这本全面的书中。《从学校到工作》追溯了职业培训作为美国公立学校教育理想的演变过程。克利巴德以一种高度按时间顺序排列的方式,详细介绍了七十多年来影响职业教育发展的人物、事件和机构。引用克利巴德的序言:[这本书]以在美国学校推行手工培训开始,接着是职业教育,然后是职业主义。这包括职业教育,但包含了这样一种理念,即课程作为一个整体,而不仅仅是其中的一部分,存在的目的是为了获得并保住一份工作。这本书主要是根据历史时期组织的,克利巴德与职业主义概念化的主要转变有关。这本书非常有效地说明了两种经常对立的教育观点之间存在的持续紧张关系:作为知识传播的学校教育,以及为劳动力做准备的学校教育。正如克利巴德每隔十年所探索的那样,“适当的学校教育”的定义受制于社会的力量和劳动力需求变化的影响。工业革命、工会的演变、劳动力中的女性和大萧条等因素对“什么知识最有价值”这个问题的答案产生了巨大的影响。第一章和第二章探讨了1876年至1912年期间围绕手工培训向职业培训演变的国家趋势和问题。这些章节详细介绍了手工训练与美国职业道德的认同,以及最终向“适合年轻人的终身工作”的转变。第三章和第四章从全国范围内手工培训与职业培训的对比,深入探讨了这些概念在密尔沃基公立学校的演变。这两章聚焦于密尔沃基的经历,是详细的历史研究如何帮助我们理解课程变化的杰出例子。利用广泛的原始资料,克利巴德有力地描述了课程的变化是如何被官方学校结构内外的利益集团塑造和操纵的。第五章回归到国家视角,探讨了1908- 1919年这一时期,这一时期包括社会效率运动、史密斯-休斯法案和中等教育基本原则。…
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Schooled to Work: Vocationalism and the American Curriculum, 1876-1946
REVIEWER HERBERT W. BRODA, PH. D., is Assistant Professor of Education at Ashland University, Ashland, OR The age-old question: "What knowledge is of most worth?" could be considered the foundation of Herbert Kliebard's recent scholarly contribution, Schooled to Work: Vocationalism and the American Curriculum, 1876-1946. Kliebard, an emeritus professor at the University of Wisconsin, Madison, is considered to be one of America's leading curriculum historians. His reputation for historical scholarship and educational insight is certainly reflected in this comprehensive volume. Schooled to Work traces the evolution of job training as an educational ideal in the American public schools. In a highly chronological manner, Kliebard details the people, events and institutions that shaped the development of vocational education over a seventy-year period. To quote from Kliebard's preface: [The book] begins with the drive to install manual training in American schools, proceeds next to vocational education and then to vocationalism. This includes vocational education but incorporates the idea that the curriculum as a whole, not just part of it, exists for the purpose of getting and holding a job. The book is primarily organized according to historical periods that Kliebard associates with major shifts in the conceptualization of vocationalism. The volume illustrates very effectively the ongoing tension that exists between two frequently opposing views of education: schooling as knowledge transmission, and schooling as preparation for the workforce. As Kliebard explores each decade, the definition of "appropriate schooling" is subject to the forces of society and the impact of changing needs in the workforce. Such factors as the Industrial Revolution, the evolution of labor unions, women in the labor force and the Great Depression had tremendous impact upon the answer to "What knowledge is of most worth?" Chapters One and Two explore the national trends and issues that surrounded the evolution of manual training to vocational training during the period 1876-- 1912. The identification of manual training with the American work ethic, and the eventual shift to "fitting youth for their life-work" is detailed in these chapters. Chapters Three and Four move from a national look at manual training vs. vocational training, to an in depth look at the evolution of these concepts in the Milwaukee Public Schools. These two chapters which focus upon the Milwaukee experience are outstanding examples of how detailed historical research can help us to understand curricular change. Utilizing extensive original sources, Kliebard powerfully describes how curricular change is molded and manipulated by interest groups both inside and outside of the official school structure. Chapter Five returns to a national perspective and explores the period 1908-- 1919, an era that included the social efficiency movement, the Smith-Hughes Act and the Cardinal Principles of Secondary Education. …
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Class and Schools - Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap Boys and Girls Learn Differently: A Guide for Teachers and Parents Schooled to Work: Vocationalism and the American Curriculum, 1876-1946 Where's the Learning in Service-Learning? Middle Level Education: An Annotated Bibliography
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