On the proposition that technology education leaders have neglected important qualities of industrial arts education

Like their historical predecessors, contemporary leaders have drawn criticism for ideas related to changing the curriculum. But constructive criticism often sharpens the quality of ideas, focuses the attention, and often results in superior concepts. Some statements in recent journals have been critical of the work of some of the leaders who have been conceptualizing and implementing technology education curriculum. This prompted the program topic selection for the Epsilon Pi Tau International Breakfast at the International Technology Education Association Conference on Tuesday April 2, 1996. Breakfast attendees were well-rewarded by two distinguished speakers whose views are published on these pages. The program was designed around a modified debate format and each speaker took a side on the proposition that . . .

leaders who have influenced technology education curriculum development and implementation have neglected some important and enduring qualities inherent in industrial arts education; for example, as the qualities that resided in the conceptualizations and rationalizations of industrial arts that related it and its students to the entire educational and social context. JS