CONFLICT OVER THE GOALS OF THE EDUCATIONAL PROCESS

1. CONFLICT OVER THE GOALS OF THE EDUCATIONAL PROCESS • Effect the practice of CPE – what, why, whom, and how • The understanding provide tool for making decisions

2. THE SOCIAL CONTEXT OF CPE • Many agree the important of professions • But not the value of professional work

3. Before 1960s: - professionals have altruistic orientation - antidote to capitalism - public good is more important then self-interest

4. After 1960s: - public perception shift from approval to disapproval - increase in medical malpractice suits - criticism of the teaching profession

5. Nowdays: - diversity of viewpoints - remain positive - totally negative - some in between

6. Continuing educators must make a choice about the ends of their work • What is the appropriate role of the professions in society? • Effective practice in CPE – involved both means and ends • Ex. Engineers learn the newest principles for designing nuclear power plants and the citizens of a nearby town do not want it built? • How much power should professionals have to make ethical decisions? • CPE practice is inseparable from value choices

7. VIEWPOINTS ABOUT THE RELATIONSHIP BETWEEN THE PROFESSIONS AND SOCIETY • Functionalist Viewpoint • Conflict Viewpoint • Critical Viewpoint

8. FUNCTIONALIST VIEWPOINT • Traditional and has greatest number of adherents • Positive about the place of the professions in society • Its assumptions have formed the foundation

9. Professions are service or community-oriented occupation that apply a systematic body of knowledge to problems that are highly relevant to the central values of society • Stress the functional value of profession for the maintenance of an orderly society

10. Professional Practice: * Professionals posses a high degree of expertise to solve well-defined problems * The best means (expertise) are selected to solve well-defined problems

11. Professions and Society: * Professions are indispensable to society * Society is characterized by consensus, order, and equilibrium * Professionals apply knowledge with an altruistic orientation * Being guardians of the central values and institutions of society

12. * Extraordinary rights, privileges, and social rewards (money and status) * Professionalization process resulted in improved society * Recruiting more capable people to the professions, * Improving the knowledge base of the professions * Providing more effective pre- and in-service training

13. Educational Implications * Since the ends of professional practice being fixed and unambiguous * CPE function only instrumental to help professionals provide higher quality service to public by improving their knowledge, competence, or performance

14. CONFLICT VIEWPOINT • Negative viewpoint • No different from other occupation except • Have secured a monopoly for their services • Therefore achieving high income and status

15. Monopolization of the knowledge give aura of mystery about professional work • Professions are in conflict with other groups in society for power, status, and money • Use knowledge, skills, and altruism as a form of ideology in their quest for these social rewards

16. Professional Practice: * The key concept is power to prescribe * Create needs for their services by defining their clients’ problems and to prescribe solutions and thus create needs for their services * Without the power professional become technician carrying out someone else’s directives

17. * At time professional services are inherently disabling to people * Iatrogenisis (doctor-created disease) – Professions produce the reverse of what they are supposed to provide

18. Professional and Society: * There is a conflict among various groups in society about the end of professional practice * Different occupations must fight over a limited number of social and economic rewards

19. * Professionalization is a means of maintaining social inequality and also means of moving up in social hierarchy * Producers of special services sought to constitute and control a market for their expertise * Maintaining monopoly through limiting access to professional schools and controlling the credentialing systems that form the basis of licensure and certification

20. Educational Implications: * Professional competence is not the main problem but lies in the oppressive system * Working with professions are the least effective way to move toward deprofessionalization * educational intervention must be at the social- structural level, not at the individual level

21. CRITICAL VIEWPOINT • Functional and Conflict viewpoints see professionals engaging in a one-way application of knowledge to a given well-formed problem • In the late 1970s to challenge the previous viewpoints • Professionals have to construct problem from a give situation

22. Professionals have to understand that there are conflicting value among members of a profession in term of desired societal ends • Professionals are always making choices about what problems to solve and how to solve them • Therefore professionals need to be critically aware of the implications of these choices

23. Professional Practice: * The problems faced by professionals are not in the book * Professionals conduct most of their practice in the swamp * Problems do not present as well formed an unambiguous * But rather messy and indeterminate

24. * Problem setting rather than problem solving is the key to professional practice * Practitioners are always in a dialectical relationship with problems which are characterized by uniqueness, uncertainty or value conflict * Formal, research-based knowledge is expressed in practice in a way that is considerably modified

25. * Professional knowledge come from a repertoire of examples, images, understandings, and actions * Professions are in a dialectical, transactional relationship with the situations they find in practice * They are regularly making choices about problems to be solved and generating new information to be used in future situations

26. Professions and Society: * Heterogeniety within professions – individuals have different if not conflicting values about the ends of professional practice * They use common characteristics such as education, status, and knowledge for different social purposes * Every profession has conflicting values about its role in society * Decisions are often made that go beyond technical knowledge, such as which problem to solve and which form of knowledge is necessary to solve it

27. Educational Implications: * There is no consensus about professional quality * All professions have differing definitions of quality and the ends of professional practice * Therefore CP educators must take some responsibility for the content of the programs they plan and deliver * CP educators must recognize that the professions cannot be understood independent of their relationship to the larger society * Who will decide on the content of the program and on the basis of what criteria

28. NECESSITY FOR CRITICAL VIEWPOINT • Offers a comprehensive basis for educational practice because it recognizes the need to deal with both the means and the ends of the educational process • CP educators must understand ethical and political as well as technical dimensions of their work