1. Vocational
1.1. Teaching people skills, getting people to work, and reduce inequality
1.1.1. Evidence: By the early 1990s, economists had identified technological change, which biased available jobs toward high-skilled workers, as the primary culprit. It was a short step from this diagnosis to the argument that education was the remedy. (P2 #10)- Historical Evidence
1.2. Vocational is to ensure that young people and society can compete in global economy
1.2.1. Evidence: This view is tightly connected to a technocratic economic policy that focuses on the dissemination of skills as a way to reduce in equality in a technology-dependent economy. The result has been massively increased investment in science, technology, engineering, and mathematics education—STEM—and cor respondingly reduced outlays for the humanities. (P2 #9)- Statistics
1.3. Vocational is the solution to Inequality
1.3.1. Evidence: In other words, the poor catch up with the rich to the extent that they achieve the same level of techno logical know-how, skill, and education." Broad dissemination of skills is expected to drive down the wage premium on expertise and compress the income distribution. To the degree that Piketty's recommendations turn to educational policy, he focuses on access. When he considers curriculum, he is explicit only about vocational goals (P3 #10)- Expert Source
1.3.1.1. Evidence: When we think about education and equality, we tend to think first about distributive questions—for example, how to design a system that will offer the real possibility of equal educational attainment, if not achievement, to all students. The vocational approach imagines that this equal attainment will translate into a wider distribution of skills, which will reduce income inequality (P4 #9)- Ancedotal Evidence
2. Civic
2.1. Education prepares every student for political engagement + increased economic fairness
2.1.1. Evidence: An important 2006 paper, “Why Does Democracy Need Education?” economists Edward L. Glaeser, Giacomo Ponzetto, and Andrei Shleifer argue that education is a causal force behind democracy (P2R #11)- Expert Source
2.2. Civic Agency (3 core tasks): 1.) Disinterested Deliberation around a Public problem 2.) Prophetic work intended to shift a society's value 3.) "Fair Fighting" a public actor adopts a cause and pursues it passionately
2.2.1. Evidence: Early women’s rights activists such as Elizabeth Cady Stanton, Susan B. Anthony, and Matilda, Joslyn Gage. The ideal civic agent carries out all three of these tasks—disinterested deliberation, prophetic frame shifting, and fair fighting—ethically and justly (P2 #11)- Historical Evidence
2.3. Civic is a way of co-creating life
2.3.1. Evidence: If we are to embrace an education for participatory readiness, we need to aim our pedagogic and curricular work not at any one of these three capacities but at what lies behind all of them: the idea of civic agency as the activity of co-creating a way of life. This view of politics supports all three models of citizenship because it nourishes future civic leaders, activists, and politicians. Such an education ought also to permit a reintegration of these roles (P5 #12)- Ancedotal Evidence
2.3.1.1. Evidence: To say that we need all these disciplines in order to cultivate participatory readiness is not to say that we need precisely the versions of these disciplines that existed in the late eighteenth century. To the contrary, it is the job of today's scholars and teachers, learning from the successes and errors of our predecessors, to build the most powerful intellectual tools we can. (P5 #13)- Ancedotal Evidence
2.3.1.1.1. Evidence: Civic Agency- While there is no single moddel of civic agency dominant American Culture, we can identify a handful at work. Following Philosopher Hannah Arednt, I take citizenship to be activity of co-creatuing life of world-building. (P1 #11)- Expert Evidence