| Meeting 2, July 21 |
| Curriculum History and Philosophies |
Curriculum History A- Apprenticeship programs, ~ 2000 BC: Egyptial scribes created an apprenticeship in which young boys lived with experienced scribes, learning to read and write in exchange for household help and domestic duties. The process was basically unchanges in the trades until the ninteenth century. B- 16th century: Philosophers Comenius and John Locke advocated addition of manual training to apprenticeship programs; Samuel Hartleib suggested a "college of agriculture." C- 19th Century: Early industrial revolution, decline of apprenticeship programs (because of a less perceived need for skilled workers brought about by mechanization and production lines). D- Late 19th Century: The Philadelphia exposition of 1876. Victor Della Vos demonstrated a shop where carpentry, joinery, blacksmitining and metal turning could be taught to many by one instructor. Four major advantages: 1. The subject could be taught in the least possible time 2. Many students could be taught at once 3. The characteristics of sound, systematic aquisition of knowledge could be provided 4. The teacher was able to determine progress more easily. E- Chapter 74 (in Massachusetts): All shops were required to be competency based by September of 1991. Academics and shops needed to be "Integrated." F- Chapter 70 (The Education Reform Act of June 16, 1992): All academic instruction should be "performance based." |