Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College

  • Peng Chen Jiangsu Normal University, China
  • Carsten Schmidtke University of Arkansas, USA

Abstract

Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although . This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.


 

Published
2017-08-31
How to Cite
CHEN, Peng; SCHMIDTKE, Carsten. Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College. International Journal for Research in Vocational Education and Training, [S.l.], v. 4, n. 2, p. 117-145, aug. 2017. ISSN 2197-8646. Available at: <http://www.ijrvet.net/index.php/IJRVET/article/view/166>. Date accessed: 22 sep. 2017. doi: https://doi.org/10.13152/IJRVET.4.2.2.
Section
Articles

Keywords

technical education; vocational education; humanism; humanistic methods; educational practice