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Κ. Τσιαντής- Διατριβή: A philosophical, historical and pedagogical foundation of technology education. University of Maryland 2009.

Κ. Τσιαντής-Σύντομο Βιογραφικό.
Κ. Τσιαντής Διατριβή: A philosophical, historical and pedagogical foundation of technology education. University of Maryland 2009.

This study deals with a foundation of modern education and Technology Education on the basis of an ontico-ontological interpretation of the early Greek conception of being as physis and as it relates to the essence of being-human and the essence of technology. Modern technology has emerged as a major subject of discussion among philosophers, economists, sociologists, and political scientists. Neither the essence of the phenomenon of technology nor its educational significance has yet been appropriately uncovered. Scholars and politicians over the globe have conceived of the educational renewal posed by modern society and technology as an effort limited to the introduction of technological items into the traditional curriculum. Since 1947, when a technology-centered curriculum was introduced into the field of Industrial Arts, "technology" has opened a new chapter in the history of progressive education and has announced the emergence of Technology Education. The study sought to develop a foundation for the development of Technology Education in the theoretical scheme of education in Greece through: (1) the linking of the essence of technology to the essence of being-human, (2) a search for the historical roots of Technology Education, (3) a search of the nature of the basic determinants of education: human development and learning, knowledge, values and State, (4) a search of the developmental needs of Greece, and (5) a search into the contemporary trends in Technology Education. A parallel significance was to deduce selective factors and determine a set of guidelines for the systematic planning and development of Technology Curriculum in Greece. A review of the literature resulted in a number of conclusions pertinent to: (1) the essence of being-human as a confrontation between the essent (on) and the being of the essent (eon), (2) the essence of technology as a mode of revealing (techne), (3) the essence of Technology Education as an activity-based form of education for all students, (4) the individual gnostic, axiological, and interpersonal aims and fundamental principles of education, (5) the developmental needs of Greece as they relate to human development and learning skills, (6) the nature of basic curriculum components (goals, content, method, evaluation, educational environment, teacher), as well as a set of guidelines for the development of Technology Curriculum in Greek secondary education.
Notes	(UnM)AAI9021594 Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0781. Director: Donald Maley. Thesis (Ph.D.)--University of Maryland College Park, 1989

This study deals with a foundation of modern education and Technology Education on the basis of an ontico-ontological interpretation of the early Greek conception of being as physis and as it relates to the essence of being-human and the essence of technology. Modern technology has emerged as a major subject of discussion among philosophers, economists, sociologists, and political scientists. Neither the essence of the phenomenon of technology nor its educational significance has yet been appropriately uncovered. Scholars and politicians over the globe have conceived of the educational renewal posed by modern society and technology as an effort limited to the introduction of technological items into the traditional curriculum. Since 1947, when a technology-centered curriculum was introduced into the field of Industrial Arts, "technology" has opened a new chapter in the history of progressive education and has announced the emergence of Technology Education.

The study sought to develop a foundation for the development of Technology Education in the theoretical scheme of education in Greece through: (1) the linking of the essence of technology to the essence of being-human, (2) a search for the historical roots of Technology Education, (3) a search of the nature of the basic determinants of education: human development and learning, knowledge, values and State, (4) a search of the developmental needs of Greece, and (5) a search into the contemporary trends in Technology Education. A parallel significance was to deduce selective factors and determine a set of guidelines for the systematic planning and development of Technology Curriculum in Greece.

A review of the literature resulted in a number of conclusions pertinent to: (1) the essence of being-human as a confrontation between the essent (on) and the being of the essent (eon), (2) the essence of technology as a mode of revealing (techne), (3) the essence of Technology Education as an activity-based form of education for all students, (4) the individual gnostic, axiological, and interpersonal aims and fundamental principles of education, (5) the developmental needs of Greece as they relate to human development and learning skills, (6) the nature of basic curriculum components (goals, content, method, evaluation, educational environment, teacher), as well as a set of guidelines for the development of Technology Curriculum in Greek secondary education.

Notes

(UnM)AAI9021594

Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0781.

Director: Donald Maley.

Thesis (Ph.D.)--University of Maryland College Park, 1989

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