Curriculum Change in Technology Education: A Theoretical Perspective on Personal Relevance Curriculum Designs

Personal relevance curriculum designs are compatible with most mission and philosophical statements for technology education; yet, there are few, if any curriculum plans that emphasize this design. The experience-based nature of technology education suggests a certain affinity with personal relevance. Practice and theory within the profession has influenced and has been influenced by personal relevance designs and their inherent humanistic theories. While this interaction is apparent through any historical survey of the profession and evident in contemporary literature, the nature of personal relevance designs have been only partially examined. Within the profession, there is little information in the way of adequate description and implementation of personal relevance or other humanistic curriculum designs (Herschbach, 1989; Horton, 1985; McCrory, 1987; Moss, 1987; Zuga, 1989). The purpose of this article is to provide insight into personal relevance curriculum designs through a discussion of a theoretical perspective on their nature, underlying rationale and application to a study of technology, source of content, organizational structure, and use in technology education. Most of the discussions are limited to a micro-curriculum as opposed to a macro level. However, inferences can be drawn to include both. The focus of the discussions is on middle, junior, and senior high levels of schooling. Personal relevance designs are grounded in humanistic theory; consequently, it was necessary to summarize and generalize a number of humanistic views, beliefs and convictions.