Heywood, J., & Cheville, A. (2022, August), Technological literacy: Subject or Pedagogy. Implications for liberal education  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41437

\bibitem{asee_peer_41437}
  Heywood, J., \& Cheville, A. (2022, August), \emph{Technological literacy: Subject or Pedagogy. Implications for liberal education}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41437

John Heywood and Alan Cheville.  "Technological literacy: Subject or Pedagogy. Implications for liberal education".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41437 Internet.  25 Apr, 2024

\bibitem{asee_peer_41437}
  John Heywood and Alan Cheville.
  "Technological literacy: Subject or Pedagogy. Implications for liberal education".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41437 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_41437
author = "John Heywood and Alan Cheville"
title = "Technological literacy: Subject or Pedagogy. Implications for liberal education"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41437}
number = {10.18260/1-2--41437}
}

TY  - CPAPER
AB  - For several years TELPhE has debated in discussion and through papers the meaning of technological and engineering literacy. There is some agreement, that because the variety of problems posed by technology require transdisciplinary knowledge, technological literacy is not a discipline per se, that is, a specific subject of the curriculum. There is, however, also some agreement that it acts as an umbrella for areas of knowledge that together may comprise a full degree programme. There is also an argument, followed here, that such a programme would meet the requirements of liberal education as proposed by such authorities as John Henry Newman, a matter that has been examined previously In this way it would better meet the needs of the ‘personal’ which current business models of the purposes of education don’t. But, such comments and argument have, with one or two exceptions, been general rather than specific. One such generalisation demonstrated the relevance of A. N. Whitehead’s rhythmic theory of learning, in particular its stage of romance, to the design of the curriculum .The purpose of this text is to extend the discussion in previous studies to a more detailed specification of the initial stage of induction for a curriculum in technological literacy within a specified framework of the aims of education. A framework for a programme in technological literacy is proposed which suggests that futurist derivations of the aims of higher education will require the development of alternative structures of higher education, all which will depend on a high level skill in independent learning, the premier objective of liberal education, for which all students should be prepared.
AU  - John Heywood
AU  - Alan Cheville
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Technological literacy: Subject or Pedagogy. Implications for liberal education
UR  - https://peer.asee.org/41437
DO  - 10.18260/1-2--41437
ER  -