1. Equitable Access
1.1. Social Mobility
1.2. Justice
2. Individual Autonomy
3. Participatory Paradigm
3.1. Higher standards than vocational
3.1.1. More Resources
3.2. The Alternative to the Vocational Paradigm
3.2.1. Through more well-rounded education
4. Capable Citizenship
5. Political Equality
5.1. The arrows all connection this side of Allen's arguement of why participatory readiness and paradigm, civic engagment, and civic agency shows how they are all reliant on each other. Each part is equally important, but even more so is that the vocational paradigm and everything on the left side stems from this. Meaning participatory readiness is the root of all advancement, so education should be focused on this.
5.2. "Reining in income inequality therefore requires not only the dissemination of skill but also social and political change"(Allen 10).
6. Civic Engagement
6.1. Politics
6.1.1. Is the deciding factor for finance(economics)
6.1.1.1. Shape Distributive Outcomes
6.1.1.2. "'It is the institutions and the political equilibrium of a society that determine how technology evolves, how markets function, and how the gains from various different economic arrangements are distributed'"(qtd. in Allen 10).
6.1.2. Seeing the sequence in which participation leads to politics- the reason for all equality- civic and democratic engagement, the root of it all, is essential to the vocational paradigm. This supports Allen's argument, that education should be more focused on the participatory paradigm as it is the base for economic equality and advancements in STEM. It is not an alternative to the vocational paradigm. Instead, it is the improved version, focusing on what makes the paradigm work in the first place.
6.2. Participatory Readiness
6.2.1. Civic Agency
6.2.1.1. Co-create way of life
6.2.1.1.1. Nourishes future civic leaders, activists, and politicians
6.2.1.2. Disinterested Deliberation
6.2.1.2.1. Disccusion or debate in reasonable and respectable manner
6.2.1.3. Frame Shifting
6.2.1.3.1. Being an activist to cause change
6.2.1.4. Fair Fighting
6.2.1.4.1. Adopting a cause and pursing pasisonately
7. Democracy
7.1. Democratic Engagement
7.1.1. This loop between democracy, democratic engagement, and participatory readiness shows that each results in the other. If we miss one, then everything else will be gone, including the essential democracy.
8. History of the Cold War
8.1. Soviet Launch of Sputnik
8.1.1. Scientific Contest
8.1.1.1. Advancements in STEM
8.1.2. "The response was the National Defence Education Act, signed into law in 1958, which increased funding for science and math education, as well as vocational training"(Allen 9).
9. Vocational Paradigm
9.1. Government $$$
9.1.1. STEM Education
9.2. Outdated, this structure should be updated
9.2.1. Focused too narrow on economic outcomes and standardized testing
9.3. Competitive Employment in Global Economy
9.4. Economic Equality (arrow from politics shows economic equality is an outgrowth of politics)
9.4.1. Blind to Politics
9.4.1.1. The paradigm is not a well rounded education system
9.4.1.1.1. Less civic engagement
9.4.2. Spreading of skills
9.4.2.1. Because available jobs were biasead toward high skilled workers
9.4.2.1.1. Allows the poor to achieve same level of technological know-how, skill, and education
9.4.2.2. "growing U.S. income inequality: political forces shape distributive outcomes, and there are limits to how much the advantages of education can be moderated through the dissemination of technological skills"(Allen 10).
9.4.3. Robust democratic process
9.4.3.1. Genuine Political Equality
9.4.4. Rodrik says, "Today’s world economy is the prod uct of explicit decisions that governments had made in the past”(qtd. in Allen 10).
9.4.5. "growing U.S.
10. Liberal Arts Education
10.1. Not the disciplines in the late 1800's. Needs to be revised.
10.1.1. Useful for training citizens in participatory readiness, leading to increased politics engagement
10.1.1.1. Attainment in humanities and social sciences correlates with political engagement
10.1.1.2. "it should come as little surprise that attainment in the humanities and social sciences appears to correlate with increased engagement in politics"(Allen 13).
10.1.2. To retain the purposes and intellectual methods of the liberal arts- to cultivate capacities for social diagnosis, ethical reasoning, cause-and-effect analysis, and persuasive argumentation.