Technology Education from the Academic Rationalist Theoretical Perspective
نویسنده
چکیده
The purpose for this article is to explore technology education from the perspective of the academic rationalist. Such an exploration is intended to provide information for technology educators who are grappling with education reform since it appears that the reforms of the 1980s are based on academic rationalism curriculum theory. This exploration includes consideration of the theoretical perspective, rationale, source of content, organizational structure, perceived advantages, and unresolved issues. Academic rationalism conceptualizes curriculum as distinct subjects or disciplines. This perspective is the most widely used curriculum design pattern and it originates from the seven liberal arts of the classical curriculum (Herschbach, 1989). Academic rationalism is described by Hirst and Peters (1974) as follows:
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