A participant in the early 1980s meeting that resulted in the Jackson's Mills Industrial Arts Curriculum Theory reviews the cultural context of the period, including increasing calls for the study of technology and industry. The outcomes and influence of the theory on technology education and the Standards for Technological Literacy are discussed.…

Describes the following aspects of the National Association of Industrial Technology: purpose, objectives, membership, historical development, administrative organization, structure, and future directions. (SK)

Dennis Herschbach's "Supporting the Proposition" argues that technology education should build on its pedagogical roots in industrial arts and let the past inform the future. Ernest Savage's "Opposing the Proposition" demonstrates that the framework and rationale of technology education is already based on a strong foundation…

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)

The accepted model of industrial arts underestimates the continuity of vocational education and technology education and exaggerates differences between industrial arts and earlier forms of industrial education. The ideals of Dewey and others have been lost as technology education reproduces old structures of industrial arts that include…

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)

In this article, the author reflects on the historical work and scholarly contributions of Professor William E. Warner, an intellectual genius whose personal and professional energies were devoted to the development and cultivation of industrial arts education. Jerry Striechler challenged the author to "get into Warner's head" and speculate how…

To recover historically embedded ideals, the authors examined the industrial arts movement's reconstructionist mission, the philosophical base of experience, and the unitary organization of curriculum. They hope it opens dialogue with the ideals that changed a vision for what arguably was one of the most progressive movements in the history of…

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)