A leader in education enumerates today's challenges for industrial arts educators and suggests some responses that the profession can make. (Editor/TA)

There is a need for the spirit of freedom in the teaching profession since in some respects the teacher's fulfillment is dependent upon the freedom that the teacher is willing and able to exercise in his/her profession. Teaching freedom means the opportunity to develop the potential for teaching excellence according to the teacher's individuality…

Argues for a major renovation in teaching about science, technology, and industry in the 1980s. This can be done through (1) a campaign to persuade others about the increased importance of training in industrial technology, and (2) renewed drive within the industrial arts ranks. (CT)

If industrial arts education is to survive in the 1980s, every teacher has two responsibilities: teach the basics in his or her own class and defend industrial arts as a basic subject. This article develops these concepts and provides specific methods for industrial arts teachers to use in teaching the basics in the context of their laboratory…

The article provides a checklist of qualities that speak of classroom proficiency and competence after the shop or laboratory teacher leaves for the day. (MW)

The author states that industrial teacher educators have a unique opportunity and a responsibility to train teachers to understand development issues. These issues include the transfer of technological ideas, tools, and techniques and the characteristics of western technology and the readiness of the Third World to implement that technology. (CT)

Awareness of the role which personal characteristics play in career selection means that industrial arts teachers should select teaching methods which will help students to relate "self" to various modes of operations associated with kinds of careers. Super's eight career clusters, relating personality characteristics to career selection are…

The industrial arts teacher can help develop more viable pre-vocational educational programs for students in the general school curriculum and also obtain additional funds for industrial arts programs. The relevant legislation is quoted and guidelines are offered to teachers wishing to help initiate such a pre-vocational phase in their schools.…

Describes the changing role of the teacher as he moves into a teacher-supervisor role, one who is responsible for leadership and education of an instructional team. (GR)

Industrial arts teachers have a responsibility to teach students how the areas of production, communication, and energy/power influence their lives, and to generate a philosophy of technology with human survival, according to the author. He states that education for teachers and teacher educators have slighted or neglected both themes. (MF)

Industrial arts educators must teach students about the dwindling supply of fossil fuels and make them aware of alternative sources of energy. (Editor/TA)

Based on his 43-year career in industrial arts (IA) education and his close contact with industry for many years, the author offers his insights on and recommendations for improvement of industrial arts education and his perception of future challenges to IA educators. (Editor)

Industrial arts educators' goal should be preparing individuals for a future embracing a "soft" technology, suited to human needs, non-violent, and environmentally gentle. Labor needs will change; career education competencies and craftsmanship will be required. Teachers can futurize courses by simple, inexpensive means: reading, and using games…

Industrial arts must be prepared to respond to the changes brought about by contemporary technological advancement. The impact that technology will have upon people and the impact of information processing upon man and his world should be of major concern to industrial arts educators. Principal areas of consideration should be the effects of…