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• W35716213 abstract "We can find the beginnings of appropriate postindustrial education in the features of the school restructuring movement that have gained force in the 1990s, according to Mr. Wirth. IN 1916 JOHN DEWEY CONSIDERED THE awesome impact of early industrialism and said, Democracy has to be born anew in each generation, and education is its midwife.[1] I wrote Education and Work for the Year 2000 out of a sense that, as we entered the 1990s, changes were occurring in work and education that could give us another chance at democratic renewal. At the same time, strong forces of resistance were at work that could cause us to miss the opportunity. By looking at both possibilities, I hope to improve the chances for the kind of renewal that Dewey sought. We are well into the beginning of the new postindustrialism, which is marked by three momentous developments: 1) the electronic computer revolution, 2) the emergence of a competitive global market, and 3) the prospect of serious ecological damage. As we struggle to cope with these developments in work and education, I believe that the choices we make will be determined by the way we choose to resolve the tension between two major value orientations in American culture. On the one hand, our national culture reflects the rational model of bureaucratic control that we mastered so effectively in factory-based industrialism; on the other hand, certain key values of the democratic tradition have strong roots in the culture as well - among them, respect for the dignity of individuals, chances for participative involvement, and opportunities to be active and inquiring learners. In American work and education there has been a partial turn toward the democratic tradition - primarily for functional reasons related to our survival. The tradition of centralized control has proved to be dysfunctional for coping with the turbulent change of the postindustrial era. To gain some much-needed perspective, I wish to reflect first on events in work and education in the 1980s. There was considerable alarm about productivity problems in both work and schooling in the face of powerful new challenges from Japanese and German competition. Both industry and education were under pressure to reform -- and there was a surprising range of responses from policy makers in both institutions. Creative leaders in industry and labor began to see the long-standing tradition of top-down, expert-controlled, scientific management as the source of problems, rather than as the solution to problems. They were probing various forms of workplace democracy or democratic sociotechnical theory as alternatives. At the same time, policy makers in American education, under the leadership of Secretary of Education William Bennett, were rushing in the opposite direction. The linchpin of education reform, Bennett argued, was measurable accountability -- expert-designed, centrally monitored instruction and testing. But by the early 1990s new factors had emerged that were making the centralized, bureaucratic model of control as dysfunctional in American schooling as it was in American industry. Efforts at democratic renewal were becoming necessary for coping with the fast pace of change. First, I will offer some comments about changes in industry and work, and then I will take up some key issues in education. CHANGES IN WORK: 'AUTOMATING' OR 'INFORMATING' The great transformer of work in this generation is computer technology, and it must be acknowledged up-front that it can be used either to de-skill or to upgrade jobs. However, some important studies show that the trend is toward upgrading. In my latest book I cite examples in textiles, apparel, banking, business services,[2] the military, and the General Motors Corporation's Saturn plant. Leading this trend are events in high-tech industry, described by Shoshanna Zuboff and Robert Reich. …" @default.
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• W35716213 date "1993-01-01" @default.
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• W35716213 title "Education and Work: The Choices We Face." @default.
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