Abstract
THE HISTORY of work education reflects the dilemmas of a profession which promises simultaneous attention to the well of individuals and of society as a whole. Necessarily work is affected by society's value system, by the country's socio-political structure, and by economic and technological conditions. All contribute to changing definitions of social well being and lead to decisions about ways in which well will be sought at any one time. Schools of work have recognized a dual obligation: They have undertaken to educate professionals to the complexities of both individual and institutional change processes. Writing in 1945 one leading educator put the matter this way:
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