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Before leaders in technology education are able to identify a theoretical framework upon which a curriculum is to stand, they must first grapple with two opposing views of the purpose of technology education – education for all learners or career/technical education. Dakers (2006) identifies two opposing philosophies that can serve as a framework for technology education, both inspired by ancient Greece, with the works of Descartes and the birth of positivism. Later reappearing in Pascal’s writings of the mathematical mind, and finally with Rousseau in the mid 1700s, the theoretical arguments of academic verses vocational were established in education, and thus concluded that the overall purpose of education was to make a man (human being) or a citizen. This dichotomy of views is referenced here to make explicit the underpinnings of a theoretical framework for technology education. The position that the authors take in this dichotomy of views is one that embraces the best of both views by teaching technology education to all students to foster technological literacy while at the same time addressing the needs of a workforce seeking to compete in a global economy. This rationale will be presented throughout the article.

A Theoretical Framework to Guide the Re-Engineering of Technology Education