ions, and economic interests on all levels (business, industry, nation). Educational goals for the United States that have emerged over time are placed into the following four categories: academic, vocational, social and civic, and personal.
The author presents a list of school goals from his analysis which corresponds with those listed during the 1970s. The list includes the following: basic skills or fundamental process mastery; career education-vocation; intellectual development; enculturation; interpersonal relations; autonomy, citizenship; creativity and aesthetic perception; self-concept; emotional and physical well-being; moral and ethical character; and self-realization.
Next the author discusses differences in goal interpretation. For example, one meaning for vocational career education could be the preparing of children deliberately for specific jobs; instead the author interprets this goal to mean that all students and not just those less academically oriented, should have this type of education. This exposure should in turn be used to help the student develop alternative content and skills. For example, Dewey used woodworking in schools to expose students to a unique, less linguistic, approach to problem solving. Gardening is another example; it is a method to teach students to solve problems connected with germination and nutrition of plants rather than solely to prepare for future farmers.
The first goal considering basic skills is stated to be limited since it does not include human qualities that are required to come to terms with life. Regarding inculturation and interpersonal relations, the author states that these are goals which can lead to questions regarding their meaning. For example, there is question as to how far the school is to go in the examination and teaching of norms, values, or traditions. This information can be viewed as more formal training, rather than education, or it can simpl...