Explores the fundamental issue raised by the relationship between the practical and liberal arts. Indicates that the relationship is critical because of the growing impact of technology and science on culture. (Author/JOW)

"Performance" education through a practical arts program is essential today and can be an articulating force for instruction; industrial and practical arts should have a special articulation role in a redesigned preprofessional curriculum; industrial arts will have an expanding role in work assessment, evaluation, adjustment and exploration role…

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)

Practical arts (home economics and industrial arts), art, and music (PAM) were recombined into sixteen new elective courses to give early secondary pupils greater exposure to these areas using central themes and allowing considerable flexibility in programing. (MS)

Discusses the relationships and interpretations of vocational education, practical arts education, trade and industrial education, industrial arts, and industrial education. (GR)

An historical review suggests that the current state of practical and vocational education is not unique. History shows that popular programs such as school-to-work and tech prep will not endure if past mistakes such as indecision and inability to change are repeated. (SK)

Examining the relationship of industrial arts to consumer education, this article (1) provides a list of goals for students in consumer industrial arts, (2) discusses program characteristics at the elementary and secondary levels, and (3) gives sources of implementation guidelines. (LRA)

Condensed from "School Shop, Volume 28 (November 1968), 33-35.

Designed to assist teachers in improving industrial arts programs, this resource guide lists (1) 102 sources of free instructional materials (industries and trade associations), (2) 30 equipment and supply catalogs, (3) 80 loan films costing only the price of return postage, and (4) 124 books, 5 professional journals, and 10 magazines suggested…

Herbartianism and many of its concepts (concentration, correlation, socialization) influenced industrial arts curriculum development. Using socioeconomic analysis, industrial arts educators identified the content areas of manufacturing, construction, communications, etc. However, another dominant strain stressed the technical, or manual arts,…

The purpose of this two section, five-part monograph is to help teachers plan and organize instruction so that objectives of language learning may be met as part of technology activities. Its intended audiences are elementary teachers, elementary language arts consultants, technology teachers who work in a team with elementary teachers, and…

Reports the findings of a study that used the Delphi technique to determine the nature of assistance and the level of funding efforts that should be sought for industrial arts education. Implications of the research for the profession and legislation efforts are discussed. (LRA)

Discusses the need to teach practical engineering particulary through close ties between industry and universities. (SL)

Suggests teaching a unit on use of tools and machines which are common around most households. Provides a list of tools with related activities, focusing on carpentry, electricity, and plumbing. Suggestions for including science principles involved, possible field experiences, and a list of resources are also provided. (JM)

This document presents four studies on the educational systems of the Federal Republic of Germany, France, Italy, and the United Kingdom, focusing on the teaching of technology in the lower secondary schools. Educational trends and brief summaries of education in other European countries are also outlined by the editor. Common trends indicated…