JTE v2n1 - From the Editor
Volume 2, Number 1
Fall 1990
FROM THE EDITOR
If you haven't read PROJECT 2061: SCI-
ENCE FOR ALL AMERICANS (AAAS, 1989), it's
time you did. My guess is it will have more
significance for technology education in the
1990s than any other single document pub-
lished in the '80s or '90s. Subtitled A
PROJECT 2061 REPORT ON LITERACY GOALS IN SCI-
ENCE, MATHEMATICS, AND TECHNOLOGY, it is,
first and foremost, a call for action.
PROJECT 2061 is a set of recommendations
from the National Council on Science and
Technology Education, a group of scientists
and educators appointed by the American Asso-
ciation for the Advancement of Science. It
serves to draw attention to the critical need
for scientific literacy for all Americans, a
literacy which the report says "embraces sci-
ence, math, and technology."
Unlike other national reports that seem
to ignore or downplay the role of technology
education, this one speaks to our needs and
interests throughout. The tone sets the
stage for establishing alliances, rather than
turf. Through this and a set of accompanying
documents, the AAAS seems to be suggesting
that this is a time for us to pull together
the common interests of science, math, and
technology education so that the cumulative
whole may exceed the sum of the parts.
In addition to the main report, five
companion volumes were produced by the Na-
tional Council, each directed toward differ-
ent areas of the curriculum. The one of most
interest to technology educators is titled
TECHNOLOGY: REPORT OF THE PROJECT 2061 PHASE
I TECHNOLOGY PANEL (Johnson, 1989). This re-
port should make your decade. The panel,
which former 3M Company executive scientist
James Johnson chaired, sought to answer the
question: "What is the technology component
of scientific literacy?" (p. viii). They de-
liberated for two years before issuing their
answer in the form of this report. Among the
ground rules provided the panel by Project
2061 was a directive to "Propose a common
core of learning in technology that can serve
as part of the educational foundation of all
students, regardless of sex, race, academic
talent, or life goals." (p. ix).
The report acknowledges the contrib-
utions industrial arts programs have made
over the years: "The Technology Panel con-
tinually emphasized the importance of this
experiential learning process, and nearly ev-
ery consultant advocated the need for more.
A key question is how to expand the technique
to serve a much broader pedagogical role."
(p. 5). Johnson suggests the answer lies in
providing more science and math in technology
courses, and more technology in science
courses: "They [mathematics and the biolog-
ical, physical, and social sciences] should
be a part of technology education curricula,
just as technology should serve to bring ad-
ditional meaning to the curricula of the sci-
ences." (p. 7).
The discussion of technology that fills
this document is one with which technology
educators should be familiar. Section III
provides brief essays on "selected technology
fields," including Materials, Energy, Manu-
facturing, Agriculture and Food,
Biotechnology and Medical Technology, Envi-
ronment, Communications, Electronics, Com-
puter, Transportation, and Space. Not many
surprises for our field in this list; we've
been working on it for four decades.
I think it is immensely significant that
technology education and science and math ed-
ucation are being mentioned in the same
breath, particularly when the voice is that
of the science establishment. The symbiotic
relationship suggested by these reports has
obvious implications for all parties in-
volved.
Talk is cheap, you say? Where's the
beef? Well, it is true that change of this
magnitude in public education may be un-
precedented. Yet, the wheels are beginning
to turn even as you read this. A few days
before Labor Day, I learned the National Sci-
ence Foundation is, for the first time, ac-
tively seeking proposals relating to
materials development and teacher enhancement
in technology education... and THAT is un-
precedented! If interested, contact Dr.
Gerhard Salinger, NSF Program Director for
Instructional Materials Development at
(202)357-7066.
Perhaps indicators such as these signal
a return of technology education to the gen-
eral education arena it enjoyed as industrial
arts education for the first three quarters
of the 20th century? I, for one, hope so.
MS
REFERENCES
American Association for the Advancement of
Science. (1989). PROJECT 2061: SCIENCE
FOR ALL AMERICANS (AAAS Publication
89-01S). Washington, DC: Author.
Johnson, J. (1989). TECHNOLOGY: REPORT OF
THE PROJECT 2061 PHASE I TECHNOLOGY PANEL
(AAAS Publication 89-06S). Washington,
DC: American Association for the Advance-
ment of Science.
Permission is given to copy any
article or graphic provided credit is given and
the copies are not intended for sale.
Journal of Technology Education Volume 2, Number 1 Fall 1990