Abstract:

When discussing vocational education, John Dewey frequently invoked the concept of calling. However, existing Chinese and Japanese translations of this term fail to fully capture Dewey's intended meaning, hindering a deeper understanding of his ideas on vocational education. Dewey’s use of calling transcends the conventional notions of “career” or “occupation” and embodies unique connotations. First, it provides rewards beyond mere economic returns. Second, it evokes an intrinsic sense of duty in individuals. Third, it establishes explicit behavioral constraints; and finally, it demands careful consideration and selection. Dewey’s debate with David Snedden highlights his opposition to vocational education, which prioritizes skill training and employment-focused objectives. Instead, Dewey valued whether individuals could discover a congenial calling that resonates with their unique dispositions and aspirations. Through such alignment, individuals could achieve personal development while simultaneously realizing their social value. In today’s context, where a commitment to duty and responsibility is increasingly emphasized, Dewey’s views on vocational education and the central concept of calling merit renewed attention. Calling serves as a theoretical tool to counter the prevailing “bread-and-butter” mindset dominating both vocational and general education, a tendency Dewey once opposed but which has repeatedly resurfaced over time.

Key words: John Dewey, calling, vocational education, David Snedden