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Examines the complex changes going on in American work and schooling, and outlines the organizational innovations that are necessary if both institutions are to regain their competitive edge.

Tabla de contenidos provista por Syndetics

• Foreword
• 1 Introduction: A Crisis of the Human Spirit
• 2 Americans in School: Teaching and Learning Under Duress
• 3 Americans at Work: Architects or Bees?
• 4 The Japanese Model: Can It Work for Us?
• 5 The Choice We Face: Automate or Informate?
• 6 The Business Perspective on Schooling: A Mixed Message
• 7 Testing: Cure or Curse?
• 8 Restructuring: New Strategies for Learning
• 9 The Issues in Science Education
• 10 Computers in the Schools: What Do We Do with Them?
• 11 Vocational Education: An Instrument for Educational Transformation?
• 12 Education and Work in the Year 2000: Capitalism with a Human Face?

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CHOICE Review

Two books that seek to explore the relationship between education and economic policies, especially how one informs the other. The texts have much in common; their basic themes suggest that the imperative for workplace change, based largely on worker empowerment and workplace democratization, is necessary for the urgently needed increases in American productivity and economic growth. Both offer critiques of the characteristics of centralized, standardized, and bureaucratic models of control in our corporate and educational sectors. The argument is advanced that a more productive economy will be based upon "restructured" factories and industrial/social relations and these will in turn be based on a "restructured" educational system. Wirth notes that education and work must emphasize "Robert Reich's argument that to meet challenges of electronic postindustrialism we need the skills of symbolic analysis in work and [of] learning abstraction, system thinking, experimental inquiry and collaboration." Tucker and Marshall note that "The future now belongs to societies that organize themselves for learning." The authors are to be congratulated for their assertion that work and learning are intimately connected human endeavors and must be organized and conceptualized in humane ways. These books are very useful in opening up the discussion of this essential fact and the vital relationship between what goes on in our schools and what goes on in our factories. To that degree they nicely develop the themes begun long ago in educational sociology's early reproduction theories, first argued so effectively in S. Bowles and H. Gintis' Schooling in Capitalist America (1976). Both books are highly recommended for advanced foundations courses or courses in educational policy studies. Also for upper-division undergraduates; professionals; and general readers. M. J. Carbone; Muhlenberg College