Not all teaching philosophies would lead us to believe that there is a relationship between education and work. The traditional philosophies of idealism and realism that in the past influenced the content and methods prevalent in the schools emphasized truths other than the world of work--concepts of ideological consistency and the laws of physical nature. However, in recent decades teachers and parents have required a closer relationship between what is taught in the schools and its usefulness in life after school. This attitude toward the purposes of education is more in line with the philosophy of existentialism, which assists educational professionals in the challenging task of aiding students to find their place in relation to society (McNeil & Wiles, 1990, p. 60).
The specialty of vocational education as we know it today arose in the 1960s and 1970s in connection with federal legislation and amendments which provided for vocational education in the secondary schools. Additionally, public and state agencies have become active in the funding and administration of vocational policies, partly to decrease discrimination of various kinds, and partly to provide in greater measure for persons with disabilities. This concern came about as a result of the nation's shift from an agrarian society to an industrial society. The unfortunate result of this change was a growing dissatisfaction with work. Job development had not kept up with the rising expectations and increased educational background of the workers, and many Americans found themselves reduced to boredom in mass production jobs (McClure, Chrisman, & Mock, 1985, p. 122).
In 1971 the concept of exploring the world of work as a part of schooling was given a new name by Dr. Sidney P. Marland, Jr., the United States commissioner of education at the time. Marland termed this viewpoint "career education" and became its most avid proponent (McClure, Chrisman, & Mock, 1985...