Blog10: Chp 13, 18, granello

Bloom’s Taxonomy was certainly accessible, in that, as I was reading the article I could think of specific literature reviews I have written and recall which level they would fall under (Granello, 2001).  Furthermore, when I was reading Brown (2012) I was picking up on how his writing could fall under a level in Bloom’s Taxonomy.

 Brown (2012) and Granello (2001) explained the need to link education and the world of work.  For example, education should teach their students the skills needed in the work place not only at the basic level but specific skills.  A lack of continuity between education and career, results in negative consequences for an individual’s career development.  These negative consequences can be in the form of unemployment, underemployment, unsatisfactoriness for the employee or employer, and so forth (Brown 2012; Granello, 2001).  Brown (2012) emphasizes the need for career counselors to be vigilant to research, and major changes that effect career development; thus, so do practitioners utilizing career counseling.    Additionally, the educational system should be a focus for professionals involved with career counseling.  Therefore, the educational system’s flaws and obstacles are likely to surface in the work sector.  Similarly, the workplace is apt to affect the educational system directly or indirectly.  The interwoven relationship between these social institutions deserves attention.  Should the educational system work to change the world of work?  Or should the world of work force the educational system to integrate career into the curriculum?  Has the educational system loss its deeper meaning now that students look at gaining an education to get a job rather than learning, and developing a philosophy of life (recall Dr. Baker saying that in the 70’s students went to college to find their philosophy of life; whereas, now students go to college to get a job)?

Additionally, students in high schools with fragile career development programs suffer (Brown, 2012).  I immediately thought of why some schools have stronger versus weaker career development programs.  A major factor would be the financial capabilities of the school and the needs of that school.  For example, a school with a need to raise academic scores may allocate a bulk of their finances to this area; whereas, a school with high criminal activity may spend their money in advancing extra circular activities or prevention programs.   What are the demographics of schools with weaker career development programs?  If these schools are more likely to have students of lower socioeconomic status, those with disabilities, minorities, or female students the findings would reaffirm the need for social justice in the United States.

Brown, D. (2012).  Career information, career counseling, and career development

            (10^th ed.). New York: Pearson Education, Inc

Granello, D.  H.  (2001).  Promoting cognitive complexity in graduate written work:  Using bloom’s taxonomy as a pedagogical tool to improve literature reviews.  Counselor Education & Supervision, 40, 292-307