Democracy and Education · Chapter
The Place of Vocational Aims in Education explained
Dewey argues that vocational education should not be narrowly preparatory for a fixed future occupation, but rather should engage students in active occupations that develop their capacities and promote continuous growth.
What happens
Dewey argues that vocational education should not be narrowly preparatory for a fixed future occupation, but rather should engage students in active occupations that develop their capacities and promote continuous growth. He emphasizes that the dominant vocation of all human beings is living and intellectual-moral growth, and that training through occupations—not just for occupations—is the only adequate method. Dewey critiques the autocratic division of labor that limits freedom and learning, and advocates for indirect vocational preparation that allows for the ongoing discovery of aptitudes and flexible adaptation.
Themes in this chapter
Division of Labor and Leisure
Dewey critiques the autocratic division of labor that prevents the development of freedom and responsibility, and argues that a flexible vocational education is essential for a democratic society.
Experience and Learning by Doing
Dewey emphasizes that training through occupations—engaging in active, purposeful activities—combines instincts, habits, and thought, and is superior to passive methods for learning.
Critique of Traditional Curriculum
Dewey criticizes the conventional view that vocational preparation is a one-time choice and that education should be strictly preparatory, arguing instead for indirect, growth-oriented vocational training.
Characters to notice
- Plato
Dewey references Plato's principle that education should discover what each person is good for and train them to mastery, though he criticizes Plato's limited conception of socially needed vocations.
Key passages
“The dominant vocation of all human beings at all times is living—intellectual and moral growth.”
The primary calling of every person is to engage in continuous intellectual and moral development throughout life.
Dewey asserts that living and growing are the fundamental vocations, against which all specialized training must be measured.
“To predetermine some future occupation for which education is to be a strict preparation is to injure the possibilities of present development and thereby to reduce the adequacy of preparation for a future right employment.”
If education is designed solely to prepare for a specific future job, it harms current growth and actually undermines effective preparation for later work.
Dewey warns against the narrow, preparatory view of vocational education, emphasizing the importance of present development.
“An occupation is the only thing which balances the distinctive capacity of an individual with his social service.”
A person's calling uniquely harmonizes their personal talents with their contribution to society.
Dewey highlights the dual role of vocation in fulfilling individual potential and serving the community.