Diversity, not Uniformity United, not Standardized: A Reaction to Wright's “Challenge to all Technology Educators”

In Volume 3, #2 of the Journal of Technology Education, Thomas Wright (1992a) began his “Challenge to all Technology Educators” by stating, with reference to diverse forms of industrial arts and allusions to a recurrence of similar diversities in technology education, that “educators seem to have a strong desire to relive historical mistakes.” (p. 67). As both a lesson from history and an alternative to curricular diversity, Wright proclaimed that now, “the challenge to all technology educators is to apply the same logic as science uses to determine the curriculum [italics mine]” (1992a, p. 68). His discomfort with diversity marked the remainder of his editorial (see also Wright, 1992b).