عنوان مقاله [English]
نویسندگان [English]چکیده [English]
The “modern vocational education” which has been formed gradually and in different levels and dimensions in recent years is in fact a try for defeating problems and deficiencies of “traditional vocational education” – problems and deficiencies which are caused by strict skill-orienting process, the separation of thought from activity, as well as separation of theoretical teaching from vocational teaching. In modern vocational education what is regarded is the combination of theoretical and experimental training, higher amount of communication between school education aims and vocational aims of economical centers, as well as communication of high school education with higher education. Modern vocational education which was first formed in the United States gradually became an element of interest to other world countries and up to today steps have been taken in order to act up on it. The philosophical and historical basis of modern vocational education refers back to holistic pragmatist epistemology and unity of offered viewpoints by socialist originators. In fact the occurrence of the dominated holistic approach on this type of modern vocational education has caused attention to scientific and practical education and combined teaching programs. By pointing out to basis and levels of formation of modern vocational education in different countries, this article examines its epistemological foundations.