Among factors described as contributing to the development of industrial arts are: Froebel's kindergarten, Adler's Workingman's School, the Sloyd system, the arts and crafts movement, and Dewey's Laboratory School. The single most important idea which distinguished industrial arts from other forms of early 20th Century industrial education was the…

Traces the development of industrial arts from 1940 through the 1970s, showing attempts to refocus curriculum in response to national reforms. Relates the decline of progressivism and innovations of the 1960s-70s to the emergence of technology education. (SK)

Reflects on 1980s educational reforms, the emergence of technology education and the essentialist perspective, the curriculum challenge posed by tech prep, and the reemergence of progressivism. Suggests that technology education has not articulated an appealing purpose or design. (SK)

Industrial arts is not a single, formal discipline and it lacks a well-defined body of content. To identify appropriate content and learning experiences for industrial arts, its basis in interactionist-developmental psychology should be examined. (SK)

In the search for the pedagogical antecedents of industrial arts, a distinct line can be traced to early educational programs established in the 1870s and 1880s by social reformers in some of the worst slum districts of American cities. (LRA)

Much of what later became industrial arts originated with the early kindergarten, based on the principles of Froebel as an educational response to economic hardship and social unrest. Emphasis was on activity and social learning, on teaching children how to work and fostering allegiance to the social system. (SK)

Examines major curriculum perspectives for industrial arts promoted in the 1930s: progressive education, social reconstruction, developmentalism, humanism, and technical efficiency. The necessity for technology education to continue to explore a rich range of perspectives and to understand the past is underlined. (SK)

Clarifies the theoretical foundations of curriculum plans in industrial education. Introduces curriculum-design patterns as a means of comparing different ideas, relating curriculum plans to past practices, and identifying implications for change. (71 references) (JOW)