Chapter I: Social and Philosophical Framework

This chapter is concerned primarily with a consideration of the general category of vocational education and is limited specifically to literature judged to contribute to an expanded concept of the social and philosophical justification for vocational education in the contemporary setting. The literature reviewed was limited to the period extending from January 1963 to March 1968, a highly significant time in the history of vocational education. An Expanding Role for Vocational Education Social and economic factors, coupled with dramatic changes in political philosophy in this era, have led to an unprecedented interest in vocational education. Problems of unemployment and poverty, coupled with increas-ing demands for technologically sophisticated manpower, have challenged the imagination of scholars and politicians. The outgrowth of this response is manifest in policies, legislation, and history-making appropriations for social and educational reforms which are related, either directly or in-directly, to the future development of vocational education. For a complete descriptive and statistical summary of federal, state, and local programs particularly designed to serve youth, see Profile of Youth—1966 in two volumes prepared by the U.S. Library of Congress, Legislative Reference Service (1966). These volumes represent an invaluable resource because they include, in addition to the legislated programs to assist youth, an account of the organized efforts of groups representing professional, social, and religious interests to serve youth. In the literature of the past few years are several sources of information which can provide perspective on the role of vocational education in the