ข้อมูลทรัพยากร

เนื้อหาย่อ : a word with the teacher As I leaf through the earlier editions of this book, especially the first, I am re- minded of a decision I had to make in planning it. It was my firm conviction, and still is, that if a text is to assist the teacher in accomplishing the purposes of industrial arts it should least of all be a book of recipes or a series of how-to-do-it, by-the- numbers exercises. Student input is a vital part of the learning experience. This ex- plains why, instead of presenting projects with all of the thinking done in them, including step-by-step instructions, the book still concentrates on pointing the way or suggesting possibilities. It explains, too, the great variety of project ideas, as well as the encouragement to experiment with a variety of materials in the search for better ideas. Through the several editions I have gradually increased the sophistication of the content, in order to keep pace with the increasing sophistication of the student. This edition includes new sections on industrial arts recreation, industrial arts and environment, occupations, and the consumer. Each of these is a base for the launch- ing of studies that you can give as much timeliness and importance as you see fit. Emphasis on the study of the technology is greater than before. This reflects not only my increasing concern for industrial arts as interpreter of tech- nology for the American school, but the growing national awareness of technology as a socio-cultural force affecting both man's immediate environment and his entire planet. As interpreter of technology, industrial arts has three primary purposes that distinguish it from all other educational disciplines and identify it at any grade level, kindergarten through the university. The first: to acquaint the student with the nature of the technology and its impact on and consequences for man, his culture, and his environment. The second: to assist the student in the discovery, develop- ment, realization, and release of his own talent potential within the context of the technology. The third: to assist the student in coping with a culture continually in change because of the continually advancing technology. At this point I offer my assistance. If you have questions or problems you would like to pass on to me as you accept the challenge of industrial arts as the interpreter of technology for the American school, I shall be happy to share with you my ideas and recommendations.