&lt;p&gt;From Industrial Arts to Technology Education: The Search for Direction&lt;/p&gt;

Dennis R Herschbach

doi:10.21061/jots.v23i1.a.5

Abstract

Editor's Note: This is the second of three articles that examines the historical relationship between industrial arts and technology education. The first appeared in this journal's Winter/Spring 1996 issue. It examined the curricular underpinnings of industrial arts in the 1930s and the historical and conceptual relationship to technology education. This article focuses on the subsequent development of industrial arts from the 1940s through the end of the 1970s. This was a period when the profession attempted to refocus industrial arts in response to major national curriculum changes. A third article that examines the transition to technology education in the 1980s and the challenge that the field faces in defining technology education in terms that relate to the present educational climate is scheduled for a sub-sequent issue of this journal.

Highlights

Editor's Note: This is the second of three articles that examines the historical relationship between industrial arts and technology education
Dr Herschbach is an Associate Professor in the Department of Policy, Planning, and Administration in the College of Education at the University of Maryland. He is a member-at-large of Epsilon Pi Tau. It was in the decades following World War II that the ideas for what we term technology education began to form
The transition from industrial arts to technology education started in the 1940s and 1950s, it was overshadowed by changing mainstream educational practice

Summary

Introduction

Editor's Note: This is the second of three articles that examines the historical relationship between industrial arts and technology education. Industrial arts educators responded by formulating an activity curriculum that stressed practical work as well as the broad social objectives advocated by the progressives.

Results

Conclusion