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The discussion develops through narratives and frameworks connected to certified nursing assistant training, while also addressing implementation challenges and the transformative potential of experiential, progressive education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mediating-work-and-culture-through-deweys-integrative-vision-of-vocational-education/589129/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mediating-work-and-culture-through-deweys-integrative-vision-of-vocational-education/589129.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does Dewey’s philosophy support adult vocational education in the document?","Question",{"text":63,"@type":64},"It frames vocational education as a cultural, democratic project tied to lifelong learning. 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This is supported by Dewey’s interpretation of knowledge construction in its varied cognitive, ethical, and aesthetic forms, which provides the basis for transforming the perceived opposition between academic studies and vocational education in contemporary schooling, which I appropriate to the adult basic education field. To flesh this out, the essay homes in on the certified nursing assistant field through descriptive narratives, a nursing assistant training manual, anda corresponding lifelong curriculum framework. The challenges of implementing any aspirational vision are noted. Yet given its substantial grounding in experiential and transformative learning, progressive education, humanistic psychology, and a view of human resource management based on these influences, Dewey’s cultural philosophy of vocational education opens up pathways that can move in this direction, and is, therefore, worthy of much deliberate consideration.  \nKeywords: pragmatism, Dewey, vocational education, democracy, certified nursing assistant  \nI have studied the pragmatic philosophy of John Dewey for almost thirty years . His imaginative insights have played a substantial role in shaping both my“middle ground” practice and theoretical insights of adult literacy education (Demetrion, 2002) . Through his comprehensive view of culture rooted in the exigencies of“lived experience,”which, for Dewey, provides“the proper starting point of any philosophical investigation”(Pappas, 2014, p. 202), he offers an integrated model of knowledge acquisition in bringing theory and practice into close proximity. By culture, Dewey  \nrefers to the wide range of practices, customs, and ideas that give shape to the prevailing ethos of an era, which includes scope for pluralistic perspectives as well as those sharply critical of the established order (Stuhr, 2016) . He also uses the term in a narrower sense to contrast traditional views of vocational education that emphasize the merely practical realm to the academic subjects, commonly identified with culture, a dualism which he seeks to fundamentally reconstruct. I draw on both meanings throughout this essay.  \nCorrespondence: [georged840@gmail.com](georged840@gmail.com 4)[ 4](georged840@gmail.com 4)  \nAccording to Dewey (1922/2008), many experiences throughout our lives are rooted in taken for granted, habitual modes of behavior or attitude formation, which typically do not garner much focused attention. It is only when a disruption or question, of some compelling sort, occurs that a need for resolution emerges, provoking a quest for the transformation of a problematic situation to one that leads to its progressive closure. It is the stimulation triggered by the quest to transform a problematic situation of whatever scope, whether through logical inquiry (Levi, 2010), aesthetic attunement (Alexander, 1998; Eldridge, 2010), ethical probing (Pappas, 2008), or community engagement, ultimately rooted ina vision of cultural democracy (Bernstein, 2010; Pappas, 2008; Stuhr, 2003, 2016), that underlies the role of experience in Dewey’s philosophy.  \nIt is such a search that gives force to Dewey’s theory of knowledge construction that envisages problem solving in dynamically transactional terms between person(s) and the socio-cultural environment that envelops the quest for the typeof knowledge that brings progressive resolution to the p","cbCain0TKjrsC1XB","https://ap.wps.com/l/cbCain0TKjrsC1XB","pdf",125510,14,"English","# Abstract\n## Core argument: Dewey’s cultural democracy for vocational education\n## Knowledge construction and lived experience\n## Experience, problem solving, and resolution\n## Bridging vocational and academic/cultural education in adult learning","[{\"question\":\"How does Dewey’s philosophy support adult vocational education in the document?\",\"answer\":\"It frames vocational education as a cultural, democratic project tied to lifelong learning. Dewey’s integrative vision connects knowledge construction with cognitive, ethical, and aesthetic ways of knowing to bridge academics and vocational study.\"},{\"question\":\"What role does experience play in Dewey’s approach described here?\",\"answer\":\"Experience is central because many habitual patterns go unnoticed until disruption creates a question. The response to that disruption drives inquiry and progress toward a resolving closure through logical, aesthetic, ethical, or community-based engagement.\"},{\"question\":\"What field does the essay use to illustrate the vision for vocational education?\",\"answer\":\"The document focuses on the certified nursing assistant field, using descriptive narratives and a training-manual and curriculum framework to flesh out the broader educational argument.\"}]","Mediating Work and Culture through Dewey’s Integrative Vision of Vocational Education | PDF",1792066608,35]