Describes the discipline approach as a potential solution to the problem of developing content and method for industrial arts transportation technology. (GR)

It is proposed that the question of humanizing the future is mainly a question of humanizing work and that it can be attained by (1) exploring the nature and meaning of work to man and by (2) studying, redesigning, and redirecting technology. (Author/EA)

Discuses the confusion concerning definitions of "science" and "technology," not only among the public but within the fields. Describes how this affects provision of technological literacy. Provides direction and a possible solution for those developing such programs. (CH)

Describes the need for industrial arts to identify content and method through discipline structures and processes. A recommended research procedure is included. (GR)

Pollution: Its past, present, and future. (Editor)

Technology is now and has been the single most important factor in man's transition. Those in education are faced with deciding whether technology shall serve man or man will be forced to be a cog in the machine. In determining the function of education, the decision will be a value judgement involving one of these two choices: (1) Continuing to…

This address deals with the phenomenon of modern technology in the context of: (1) its potential to alter society, (2) its implications as a discipline base for education, (3) specific curriculum developments necessary with technology as a conceptual frame of reference, (4) its behavioral characteristics in an "environmental continuum" and an…

Perhaps one of the tragedies of our time is the belated recognition of the importance of technology in the affairs of man. Technology has been and continues to be a powerful force in society. It has changed the way man lives, the way he thinks about himself and others, and his perceptions of the future. We are discovering that continued…

This document describes the Technology Education Teacher Center, which was designed as a pilot model for a specific field of study--technology education. The first section of the document examines the development of the Center during its five years of operation. The second section discusses the design of the Center, concentrating on the following…

Public policy with respect to industrial arts as a part of general education is almost nonexistent. In fact, one finds little true commitment to the field except by its practitioners, and they frequently report such problems as not having a textbook available for their course or having school counselors assign to their courses students who cannot…

The confusion concerning the meaning of the terms science and technology is readily apparent in the literature of various study groups concerned with the issue of technological literacy, including researchers working in the fields of mathematics, engineering, and education. The literature would suggest that rather than one relationship between…

This workshop presentation was developed to assist Pennsylvania industrial arts teachers in developing and teaching a curriculum in technology and technological literacy that meets the 12 Pennsylvania goals for attaining quality education that were established in 1979. Designed to explain the basis for the study of technology in public school…

The American educational system increasingly shapes individuals to fit a production-consumption system. Most educators believe that education should provide career training and the basis for economic advancement, rather than reflect on past events. The questions--who we are, why we are here, and where we are going--are seldom discussed in public…