Industrial Design: A Phoenix Reborn from the Ashes of Technology Education: A Case History

By Greenwald, Martin; Feigler, Denis | The Technology Teacher, February 2009 | Go to article overview

Industrial Design: A Phoenix Reborn from the Ashes of Technology Education: A Case History


Greenwald, Martin, Feigler, Denis, The Technology Teacher


"Said to live for 500 or 1451 years (depending on the source), the phoenix is a bird with beautiful gold and red plumage. At the end of its life-cycle the phoenix builds itself a nest of cinnamon twigs that it then ignites, both nest and bird burn fiercely and are reduced to ashes, from which a new, young phoenix arises."

(Wikipedia, 2007.)

Introduction

Like the phoenix, technology education (TE) can, under the right circumstances, give life to new programs--curricula with different emphases and directions from technology education, yet sharing a common heritage: the belief that applied technology will continue to shape our world. How that shaping process takes place--and the problems that it can solve--defines the industrial design phoenix as an increasingly formidable, emerging area of study.

After more than 50 years of training industrial arts and technology educators at Montclair State University, our technology teacher education program was closed in 1996. At the time of this decision, we had approximately 300 students enrolled within the two major concentrations in the department--teacher education and the nonteaching industrial technology option. Several reasons were offered to justify the program's termination: the need to put a public face on aggressive action towards program consolidation within the state college system; relative non-articulation of technology education with other academic disciplines; shrinking budgets; and an industrial, smokestack public image found to be increasingly inconsistent with the changing mission of the University. These justifications mirror, to a large degree, those usually given by administrators for closing industrial arts and technology programs in the secondary schools throughout the country. After closing the program, the majority of the remaining Technology faculty was moved into the Department of Art and Design, which offered teaching opportunities related to some of the areas with which we were familiar: general design, graphic design and photography, jewelry and lapidary. In the years following the closure, these teaching reassignments have proven to be a fertile ground from which the ashes, so to speak, of our new phoenix, namely industrial design, would arise.

Manual Arts/Manual Training/industrial Arts/ Industrial Technology/Technology Education

Program change and redefinition of goals is nothing new within the industrial and technological arts. As a curricular discipline, technology education (TE) has, throughout its history, always had to jump significant hurdles of acceptance as a component of general education subject matter. In some cases, programs have not survived. In many secondary schools, technology shops were located in school basements. The term dumping ground became associated with industrial arts programs, often filled and tracked with non-college-bound students. Evoking a mental image of smokestack processing, and catering to the lower-echelons of the student population, these programs were, and are, often easy targets for school administrators and local school boards, themselves increasingly held accountable by hostile taxpayers seeking to shave expenses under ever-increasing school tax burdens and tuition costs.

The Emergence of Technology as the Source of Curriculum Content

Technology education has undergone many changes in the 125 years since Calvin Woodward introduced manual training as an educational discipline in St. Louis in the 1880s. In the following 100 years, American industry stood as the major criteria and benchmark for the selection of subject content in the industrial arts.

By the 1960s, however, society was changing, fueled in large part by remarkable and rapid advances within industry and technology spreading throughout the consumer marketplace. Industry was no longer viewed as justifiable criteria for the selection of industrial arts subject content--neither was the name. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Industrial Design: A Phoenix Reborn from the Ashes of Technology Education: A Case History
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.