Underlying the philosophy of industrial arts education are untenable dualisms that need to be resolved. Curriculum development should reconcile or synthesize the three sources of curriculum: individual, society, and subject matter. (SK)

Provides a brief history of industrial arts curriculum development, a rationale for a technology-based study of industrial arts, and the use of a systems view in understanding and interpreting technology. (SK)

A classification system developed and used by the author indicates one logical way to approach the development of curriculum and materials for communication electronics. It is open-ended, so that new developments can be classified and added at the appropriate place of importance with respect to the total body of knowledge. (Author)

Presenting research and experimentation (R & E) as an industrial arts content area enables the student to develop both the manual and mental skills necessary to survive societal changes. Problems in its presentation are considered and the role of R & E in industry is described. (AG)