J. Twyford
1977, Vol. 10, No. 1,


Curriculum planning and development contain many tensions and conflicts about interpretations of the value and meaning of education. Generally, issues and decisions concerned with how knowledge is valued, organised and taught arise from overall curricula styles and ideologies. Traditionally 'subjects' have been used to categorise types of knowledge and there is still widespread interest and belief in subject autonomy, mostly due to the influence and importance attached to examinations. However, today there is considerable stress being laid on 'integration' of subject matter, due to attempts to 'humanise' and 'validate' knowledge, at least for individuals, if not for the wider needs of society. This is especially so today because of the need to cope with the rapidly changing cultural and social context of contemporary education, and to prepare children for future living.

I believe there is a most urgent need for education to be seen to be practical, realistic and of value to both individuals and, more importantly, the community. I feel this can be achieved by the reconstruction of curricula systems that enable students to purposefully and imaginatively use and seek knowledge in a social and cultural context, with special reference to the study and appraisal of cultural values in a free and critical manner.

How then, in the context of the changes that are occurring, and the pressures for revaluation of educational achievement and production can a subject like Technical Drawing justify its value educationally? The question has importance since our society is affected by, and dependent on, technological and scientific change and invention, and education is required to make a relevant and realistic contribution to these kinds of social needs and pressures.

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