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History of Technology Education By the end of the session the student should be able to: Describe the type of education used to learn practical topics.

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Presentation on theme: "History of Technology Education By the end of the session the student should be able to: Describe the type of education used to learn practical topics."— Presentation transcript:

1 History of Technology Education By the end of the session the student should be able to: Describe the type of education used to learn practical topics like agriculture, carpentry, plumbing, bricklaying and the contributions of Comenius and Pestalosi Give details of what happened in 1876 that changed technical education delivery Recognize the contributions of Della Voss, Runkle, and Woodward in establishing Manual Training.

2 John Amos Comenius ( ) Czechoslovakian Father of modern Pedagogy Advocated method of the arts-teach practical subjects Simple to complex Acquaintence with actual objects

3 Johann Pestalozzi ( ) Swiss Father of Manual Training Education of poor children – Used object to teach traditional subjects – Agriculture and manual skills – Move from Concrete to Abstract – From words to things or things to words

4 Frederick Frobel ( ) German- coworker of Pestalozzi First Kindergarten in 1837 Learning must being with doing Discover, arrange invent, control (blocks, clay, paper, balls)

5 Sloyd Movement From Finland and Sweden (Cygnaeus and Solomon ( ) Emphasis on handiwork and craft as a school subject Making useful objects, analysis of processes

6 Centennial exhibition 1876

7 Manual Training School Manual training school St. Louis.

8 John Daniel Runkle Born: Root, New York on October 11, 1822; Died on July 8, 1902; Farm boy attended private school at age 16; BS Lawrence Scientific School of Harvard; Received honorary degree of MS; Founded "Mathematical Monthly"; First Professor of Mathematics at MIT; BS and AM Harvard; PhD Hamilton College, Clinton, New York; LLd Wesleyan University, Middleton, Connecticut; Acting President of MIT from ; President of MIT ; Wrote "Elements of Plane Analytic Geometric" and "The Manual Element of Education"; Witnessed the Russian system of manual training at the 1876 Centennial Exposition in Phildelphia and returned to MIT and recommended its adoption.

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11 Charles Richards Fredrick Bonser -

12 Despite the fact that Bonser and Mossman co-authored Industrial Arts for Elementary Schools--probably the most famous book in the history of industrial arts and technology education--Bonser is often referred to as the book's sole author. But Before he met Mossman, Bonser had done no work in the field of industrial arts. Yet he is remembered as the man who founded the industrial arts movement. Louis Coffey Mossman

13 John Daniel Runkle Born: Root, New York on October 11, 1822; Died on July 8, 1902; Farm boy attended private school at age 16; BS Lawrence Scientific School of Harvard; Received honorary degree of MS; Founded "Mathematical Monthly"; First Professor of Mathematics at MIT; BS and AM Harvard; PhD Hamilton College, Clinton, New York; LLd Wesleyan University, Middleton, Connecticut; Acting President of MIT from ; President of MIT ; Wrote "Elements of Plane Analytic Geometric" and "The Manual Element of Education"; Witnessed the Russian system of manual training at the 1876 Centennial Exposition in Phildelphia and returned to MIT and recommended its adoption

14 In 1909, Muskogeeans voted for a bond issue to build a high school for African American students. Construction began that year, and the first class entered its halls in Its first graduation was held in This new school would follow an educational movement that had been growing in popularity during the previous decades. It was known as the manual training method, and the high school was given the name Manual Training High School. Manual training was a system of education sweeping across America and modeled after schools in Europe. It placed an emphasis on teaching not only the fundamentals of science, mathematics, language, literature, and history, but also on drafting, mechanics and the use of basic tools. The purpose was not to provide training for specific jobs, but to give students an understanding of basic mechanical principles that would prepare them for a wide range of jobs in the growing industrial sector. It was seen as the logical progression away from the apprenticeship system that had previously prepared young people for the work force.


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