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“They go about,’* he sulkily complained, “puffed up and pompous, in fine raimt-nc and bejewelled, not from the fruits of their own labours but from those of others; my own labours they refuse to recognize, they despise me, the inventor, but how much more are they to blame for not being inventors* but trumpeters and reciters of the works of others?

He deeply resented being ignored by the scholars ot ’ 3 time.

So let me move, if I may in my discussion, to some kind of abstract, theoretical points about program and curriculum, but then try to relate them to the kind of discussion that we’ve made. People who are concerned with curriculum development, people who operationalize curriculum in schools — translate ideas' into educational practice, if you please - are people who employ knowingly orunknowingly certain kinds of assumptions about education.

1 think we have to find a way to see whether or not what we’re doing in educational prac- tice is consistent with what we feel is right -not only what they yell, because I know very well that you don’t get verification by volume, and some of the kids think that is true. But at the same time I think there is a validity to their content if we can sort it out and if we can listen to it.

We pay attention if we want to or we don’t pay attention if we don’t want ^ qe^ide. our arguments so far have attempted to establish one thing na* elv thnr i-ho Technology In ^ mo^ef^. wllh * 1 =” understanding of nature and its place in the overall scheme of ^ the Renaissance, the period of the discoverv of --Ploration La exploim Sot o Tn Sef When we compare the paintings of the Middle Ages with the paintings of rho Ronnie EHS? 1 1 discovery of nature most eloquently demonstrated by the Renaissance con^o Rini i"«nceivable that Technology would have developed as ^ Instrument for Ss ac^®ccur?

.,,, but man's carf fr^em 'arn Vt beha^iorr JS'‘o^ al Tdis Sption’s''LJm u^a Se*^com^p'’£h2S^ whl'r fragmef.t.-,tion ofnat.ro, not further dl Ws fon Wrd^r to arrive at absolute Indivisible components out of which new wholes can be constructed to create a brave new world, but a fundamental re-orientatlon, a movement away from fragmentation- a r-pat-nra t Sonmem" which nature has be L to us velo^ent whose existence we become aware of when it Is tom to shrlds. For the Renais «L L »■ external worli Srsp Tct ve was of vital importance. ^ ^ “ Dno inward world to the outward world had innumerable conseouences ^ilnror^^T?

Man— Society — Technology, American maustrlal Arts Association. ; Representative Addresses and Proceedings of the American Industrial Arts Association's Annual Convention (32nd, Louisville, Ky. ®velopment; Disadvantaged Groups; ♦Educational Problems; ♦Educational Programs Fede ♦rndustr! r2L“nf "A s Jdel^^^J^frn^ea Technology; Ero^ uto^a to’Reali? instructionfl®^r%^"°^"'’®'’J*® Presentations in the arearo^ EDO 57237 U S. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED exactly as received from THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE or EDU- CATION POSITION OR POLICY representative addressee and proceedings of the american industrial arts association's 32nd annual convention at louisv Hle o ERIC 'PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPRODUCTIO. Butl* Surewide programs In industrial arts Jai vis Balllargern Ineustrial airs in relation to vocational education Earl K. In relation to the second stage, Leonardo is tc be congratulated on his approach to the scientific method.No one exemplifies the spirit of the new science better than Francis Bacon (1561-1626).He was the most articulate spokesman for the new science, although alas not its most successful practitioner. And only then the conquest of nature could really start. This exploration was to take more than two centuries.

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