The Search for a Philosophy of Training and Development.

Autor/inn/en	Stuckey, Sherry; Berardinelli, Paula
Titel	The Search for a Philosophy of Training and Development.
Quelle	(1990), (28 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Behavioral Science Research; Educational History; Educational Objectives; Educational Philosophy; Educational Research; Human Resources; Industrial Psychology; Job Training; Organizational Change; Organizational Development; Social Change + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Humankapital; Betriebspsychologie; Industriepsychologie; Berufsqualifizierender Bildungsgang; Organisationswandel; Organisationsentwicklung; Sozialer Wandel
Abstract	Using the results of a literature search, a conceptual framework is developed for comparing the schools of philosophical thought with the aims, methods, curriculum, and teacher-learner relationships found in training and development programs in business and industry. From this analysis, a philosophy for the field of training and development can be proposed. Schools of philosophical thought examined include behaviorism-behavioristic, existentialism-humanistic, idealism-liberal, pragmatism-progressive-cognitive, realism-analytic, and reconstructionism-radical. The current philosophy of training and development contends that the philosopher of education is interested in these principles of education: aims and objectives, curriculum or subject matter, general methodological principles, and an analysis of the teaching-learning process. However, actual practice in training and development is inconsistent with this governing philosophy. Therefore, the training and development field must move decisively toward a reconstructionist philosophy, with some contextual changes. The two major premises of reconstructionism are as follows: (1) society is in need of constant change; and (2) such social change involves both a reconstruction of education and the use of education in reconstructing society. From the viewpoint of training, the philosophy becomes the following: business is in need of constant change, and such change involves a reconstruction of training and the use of training in reconstructing business. From this point, the aims, method, curriculum, and teacher-learner relationship can be constructed. (26 references) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01