Teaching Philosophies of Career and Technical Education

Teaching Philosophies of Career and Technical Education

Gregory C. Petty (University of Tennessee, USA)
DOI: 10.4018/978-1-61520-747-3.ch005
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Abstract

Teaching philosophies as applied to career and technical education are more complex than teaching philosophies studied for a liberal arts teacher. Adult learners present challenges not often encountered by elementary or secondary teachers. Contact with the world of work presents teachers with the paradox of preparing young people directly for work but maintaining a nurturing classroom environment. This challenge often requires unique and innovative solutions to the educational problem presented by adult learners. This chapter presents philosophical approaches the career and technical education teacher can use in the classroom or laboratory.
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5.2 Background

From the earliest of times humans have sought to find fundamental, natural principles that explain what they know and experienced in the world around them. We as a people are constantly striving to find the scope of the universe or we try to conceptualize the world and our place in it. In short–to see how the world looks and how we fit (Brewer, Campbell, & Petty, 2000; Kneller, 1971).

Philosophy is a product of the human mind, such as a theory in geometry. What the human mind produces depends on its general competence, the information and other raw material with which it works, and the general setting in which it works. Philosophy is found in its consideration in the nature of humans, our world, our values and the good life (self actualizations). What do we live for? What is the purpose of life? What sort of life should it be (Brewer, Campbell, & Petty, 2000; Kneller, 1971)?

As educators we must try to comprehend philosophy in its entirety. Our task is to interpret these finding which affect education. There are three modes or styles of philosophy:

  • Speculative.

  • Prescriptive.

  • Analytic.

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