The Future of Education, Including the Importance of the Affective

Home , Home economics, Science Illustrated, Working Mother

DOCUMENT RESUME

ED 197 074 CE 027 573 AUTHOR Spitze, Hazel Taylor, Ed. TITLE Proceedings of the Conference on Current Concerns in Home Economics Education (Champaign, Illinois, April 16-19, 1973). INSTITUTION Illinois Univ., Urbana. Dept. of Vocational and Technical Education. PUB DATE Apr. 78 NOTE 73p. AVAILABLE FROM Illinois Teacher, College of Education, University of Illinois, 1310 S. 6th St., Champaign, IL 61820 ($2.00: $1.00, 100 or more copies). EDRS PRICE MF01/PC01 Plus Postage. DESCPIPTO"RS *Educational Needs: Educational Objectives; Educational Philosophy: *Educational Planning: Futures (of Society): *Home Economics; *Home Economics Education: Legislation; *Policy Formation: Postsecondary Education: Professional Associations: Professional Development: Professional Education; Professional Recognition: Reputation; Secondary Education: *Social Problems: Status IDENTIFIERS *Social Impact: *Societal Needs

ABSTRACT Participants in a conference held in April, 1978, had four main objectives: (1) to help identify and become more aware of the current concerns in home economics education: (2) to value the role of home economics education in promoting needed social change: (3) to contribute during the conference to the generation of possible solutions and actions to be taken regaIding current social problems; and (4) to make plans and feel committed to share the conference with others in their home state or region. To accomplish these objectives, speakers, beggining with keynote speaker Marjorie East, focused on issues such as the profession of home economics and how to build it: the future of education, including the importance of the affective domain, the accountability movement, and the National Institute of Education evaluation of consumer and homemaking education; and needs in secondary home economics education programs in the 1980s. Speakers also discussed recent legislation affectitm home economics education. Soc-lologist Jessie Bernard closed the conference with a self-portrait of a family derived from more than thirty years of family letters. A summary of the conference and list of participants are included in these proceedings. (KC)

*********************************************************************** Reproductions supplied by BOPS are the best that can be made from the original document. *********************************************************************** PROCEEDINGS of the CONFERENCE on CURRENT CONCERNS IN HOME ECONOMICS EDUCATION

"PERMISSION TO REPRODUCE THIS U S DEPARTMENT OF HEALTH. EDUCATION / WELFARE MATERIAL HAS BEEN GRANTED BY NATIONAL INSTITUTE O. EDUCATION DOCurAE NT HAS BEEN REPRO. 0.E0 EXACTLY AS RECEIVED FROM T..E PERSON OP ORGANIZATION ORIGIN- Hazel Tau /or Seze ATING of POINTS OT VIEW OR OPINIONS STATED DO NOT NECESSARILY REPT7E- I.ENT OFFICIAL NATIONAL INSTITUTE OF TO THE EDUCATIONAL RESOURCES EOUCATION POSITION OP POLICY INFORMATION CENTER (ERIC)."

University of Illinois at Urbana-Champaign April 16 -19, 1978

Sponsored by Illinois Teacher of Home Economics Division of Home Economics Education Department of Vocational & Technical Education University of Illinois at Urbana-Champaign Co-sponsored by American Home Economics Assoc' ltion American Vocational Association Home Economics Education Association United States Office of Education

OBJECTIVES 1. Help identify and become more aware of the current concerns in Home Economics Education. 2. Value the role of Home Economics Education in promoting needed social change. 3. Contribute during the conference to the generation of possible solutions and actions to be taken regarding some current social problems. 4. Make plans and feel committed to share the conference with others in their home state or region. PLANNING COMMITTEE Hazel Taylor Spitz(Illinois Teacher, University of Illinois at Urbana-Champaign, Chairperson Hazel Crain, American Vocational Association Bertha King, United Stites Office of Education Pat Tennison. American Homo Economics Association Ruth Wheeler. Home Economics Education Association Judy Brun. University of Illinois at Urbana-Champaign Mildred B. Griggs, University of Illinois at Urbana Champs; n Lois Spies. University of ,Ilinois at Urbana Champaign

DISCUSSION LEADERS Enid Carter, Home Economics Teacher. Oneonta. New York Barbara Gaylor, Supervisor. Consumer Home Economics Education Unit. Vocati -inal-Technical Education Service, Michigan Department of Education Sylvio Lee. Head. Home Economics Education. Oregon State University Phyllis K. Lowe. Head, Home Economics Education. Purdue University Gwendolyn Newkirk. Head. Home Economics Education. University of Nebraska Mary Beth Stine, Home Economics Teacher. Flora. Illinois Gladys Vaughn. Unit Administrator. Research and Develcpment. American Home Economics Association Karen Zimmerman, Department Administrator. Human Development. Family Living & Community Education Services. University of Wisconsin-Stout

RECORDERS Leola Adams, Coordinator. Home Economics Education. South Carolina State College Colleon Caputo. Assistant Professor. Teacher Educator, Department of Family an Consumer Studies, University of Utah Wilma Griffin. Head. Home Economics Education. The University of Texas at Austin Carolyn Hoggott, Supervisor. Division of Vocational Education. Home Economics and Consumer Education Protect, New Jersey Department of Education Roberta Minish. Associate Director for Program Development. Donaldson Brown Center for Continuing Education, Virginia Polytechnic Institute and State University Judy K. Oppert. Chairperson. Home Economics Education. University of Vermont Beatrice Petrich, Professor and Coordinator. Home Economics Education. University of Wisconsin-Madison Twyla Shear. Professor. Home Economics Education, Pennsylvania State University

LISTENING PANEL Mildred B. Griggs. Chairperson. Associate Professor, Vocational and Technical Education, College of Education. University of Illinois at Urbana-Champaign Ludy K. Brun, Assistant Professor, Vocational and Technical Education. College of Education, University of Illinois at Urbana-Champaign Virginia Cop/es. Associate Dean. Home Economics. Alabama A & M University Bessie Hackett. Coordinator of Home Economics. Illinois State University Elaine Jorgenson. Head. Home Economics Education. Oklahoma State University Joan McFadden. Head, Home Economics Education. University of Minnesota Peggy Meszaros, State Specialist in Home Economics, Maryland Sharon Redick. Teacher Educator. College of Family Resources & Education. West Virginia University Gloria Spitz. Editor in Chief. FORECAST for Home Economics. New York. New York

3 pogo

Planning Committee, Discussion Leaders, Recordurs, and Listening Tonal ii introduction

PROGRAM

Sunday, April 16. 1978

OPENING SESSION

WelcomeHazel Toylor Spitzu. Editor. Illinois Teach er 1 Home Economics: A Profession? A Discipline ?Marjorie East. Professor, Department of Home Economics Education, Pennsylvania State University

Monday. April 17, 1978

MORNING SESSION Presiding: Beverly Crabtree. Dean. Division of Home Economics. Oklahoma State University Images of the Future in EducationRohert F. Bundy. Organizational Consultant and International Futurist Scholar. Syracuse. New York 6 The Importance of the Affective Domain in EducationEdith 1/1'hitfield Seashore. President, National Training Laboratories Institute. Washington, D.C. 17 Discussion Groups

AFTERNOON SESSION Presiding: Penny Ralston. Graduate Assistant, Home Economics Education. University of Illinois at Urbana-Champaign The Accountability Movement and Student NeedsI. Myron Atkin. Dean. College of Education. University of Illinois 19 The ME Evaluation of Consumer and Homemaking EducationAluene A. Crass. Head. Home Economics Education. University of Georgia 22 Discussion Groups DinnerWelcome: Pauline Paul. Director. School of Human Resources and Family Studies. University of Illinois at Urbana-Champaign Tuesday. April 18. 1978

MORNING SESSION Presiding: Alberta Dobry. Head. Home Economics Education. North Dakota State University Professional Roots: Foundations for the FutureMary Ruth Swope. Dean. School of Home Economics, Eastern Illinois University 28 Panel Discussion: Needs in Secondary Home Economics Education Programs in the 80's Moderator: Bettie Herring. Home Economics Education. City Supervisor. Fort Worth. Texas Panel: Elaine Stouloml, Supervisor. Home Economics Education. Wisconsin Department of Education (Paper not provided) Betty Stephenson. Consumer and Homemaking Teacher. Brighton (Colorado) High School 35

Patricia D. Murphy. Associate Dean. College of Home Economics. North Dakota State University . . 37 Helen Cum Westlake. Head, name Economics Department. York Community High School. Elmhurst, Illinois 39 Discussion Groups

11 iii AFTERNOON SESSION Presiding: ;tidy ltrun, Assktant ofessor. \'1u lunl Tr, ilucation, I Iniyersity of Illinois at Building Our Profession.AlliyHil D. Hill. Dean. Collogo of I loom Economics, Washington Stale University 41 Recent Legislation Affecting Home Economics Educationlivrt,.ii King. Program Specialist, Vocational Homo Economics Education. United States Offico of Education (Pillie!' not provided) Discussion Groups

EVENING SESSION Presiding: INynetle Barnard, Graduate Assistant. florae Economics Education, University of Illinois at Urbana-Champaign Saving Energy and Money in Housing Design and Construction-41min.. R. Spies. Assistant Professor, Small Hames-Building Research Council, University of Illinois 44

Wednesday. April 19, 1978

MORNING SESSION Presiding: Hazel Taylor Spitze Actions Needed by Our Profession: Recommendations from the Conference Participants Mililrunl Griggs, Associate Professor, Home Economics Education, College of Education. University of Illinois 49 Brunch Presiding: Hazel Croin. Home Economics Education, U:iiversity of Nebraska Self-Portrait of a FamilyfPssif, Bernard. Research Scholar Honoris Canso, Pennsylvania State University 52

Summary and Impressions of the Conference Director--Hozol Tovior Spitze 58

List of Participants 62

5 iv INTRODUCTION

The first national invitational conference over h) lar).test number); nod to reprosent every !Aida, hasponsored bylamb, Itsic).ur, and the co-spon- From the rettliw, receivn(1, an instrument was sors iistod on tho hogatl. at lei.st two years devised to enable the same lenders, in e second before it was hold. Mkt!' tilli initial planning and round, to rank thereof:erns within groups. securing ()I co-sponsors, a study was begun to idoe- As the 200 conference participants registered, tit.); the "Current Concerns in Homo Economics Edu- they %veil) given the results la Round 2 and asked I() cation," the theme or tho conforonce, indicate their own rankings of these emu:erns. 'rills Letters were written to over 200 loaders in the third round (lid not cluing() the order Illat had been field to request "nominations" for those Lurrent con- obtained in Round 2 although items were lidded cerns. Leaders contacted included state supervisors under "other" in some of the categories. The results of Home Economics Education, directors or Home follow on II copy of the Round 2 questionnaire. This Economics Extension programs in all the states, and copy of the instrument for Round 3 shows the priority about 125 head leacher educators chosen from the order within each cutegory determined by the lead- list of over 300 from AHEA's "Home Economics in ers indicat,,(1 earl agreed to by the Conference par- Institutions Granting Bachelor's or Higher Degrees" ticipunts along with the hones added under "other" to represent those institutions which graduate the by these leaders.

Current Concerns in Home Economics Education

DIRECTIONS: Respond to each question by ranking the choices in order of imp rtance. Use 1 for the highest ranking. Be sure to rank all choices for each r uest ion.

1. What ISSUES should Home Economics he con- 3. What GROUPS of males ancl females are most in cerning itself with most now? need of the knowledge and skills that Home Econ- 1. Conservation of non-renewable resources omists can provide? 2. Changing societal roles 1. Teen-age paronts 3. Political participation and/or power of Horne 2. Disadvantaged Economics groups 3. Poor 4. Cha.iging lifestyles 4. Aged 5. Sources of energy 5. Parents without partners 6. Changing marital forms 6. Physically handicapped Other 7. Delinquent (1) Ethics and moral education 8. Mentally handicapped (2) Projecting the total Home Economics pro- Other gram (1) All parents (3) Child care (2) Young people living alone (4) Consumer education (3) Displaced homemakers (5) Unification of all areas (4) Healthy families and people (5) Everyone everywhere 2. What SOCIETAL PROBLEMS should Home Eco- (6) Young bachelors nomics he trying hardest to help solve? (7) Home economists 1. Child abuse 2. Energy shortage 4. What LEVELS of Home Economics Education are 3. Deteriorating environment most in need of attention? 4. Consumers' lack of power 1. Middle School and Junior High School 5.Inflation 2. High School - Consumer and Homemaking 6. World food problem 3. Adult Education 7. Marital discord 4. Elementary School 8. Sexism 5. High School - Occupational 9. Unemployment 6. Community College and Technical Institutes Other (1) Racism 5. What SUBJECT AREAS are most in need of atten- (2) Teen-age pregnancy tion? (3) Peace 1. Parenting and Child Development (4) Stress 2. Consumer Education (5) Consumption patterns 3. Management and Decision Making (6) Human rights 4. Family Life and Spouse Relationships 6 5,Nulrtliun ( 1111'110* pro-VI W111%1111;11 Health 11'1411'11111N 7. Housing, Equipment, and Furnisliiiali IR Developing leaching techniques

11. CareerI ?ducal ion I 1 . El IA 1E101 program and eclivil his I).("ends Other

Metrics (II Dale limed program planning

11. Textiles and Clothing () Evalue 12,I ham) Nursing (:1) Problem-solving techniques 1:1,Art (4) Competencyhilsededncatiun 14, Crofts (5) Cooperative planning (6)(, aricultim itself 6. What ASPECTS HP ClIRRIC1 11,1 IM are Must in (7) Teaching fer the Ito.tire need of attention?

1. Rasing objectives on student needs 7. What 01."11.:Af:1 II'( I.:1)11CATION tire 2, Increasing motivation m()H in need of (Mennen? 3. Affective domain I.(.0111inuing (dlr.:10km for professionals and in- 4. Reducing sex-stereotyping and sex-bias service programs 5. Mainstreaming of special needs learners in 2. Performance or competency based programs regular classes i. Recruitment ()I' males and females 6. Classroom management and discipline 4. Research 7. Deciding content to leach 5. Pre-service programs 8. Choosing and preparing for Home Economics 6. Student teacher supervision related occupations

vi WELCOME

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Welcome te 11111 first national conference ever to Hine sluiiillclno:lode, ond They will met vit h the I be sponsored by Illinois Tem: her. VVe are especially mission hsolers mid recorders Tuesdny evenilo:In pleased 111111 this one is (e- sponsored by AHEA, have 1 heir input. Nlildred tlriggs chairs this p,inel AVA, HEEA, and the each ()I' i.vhich gave a and will make the summary presentation lo all of us modest financial contrilmtion and milli' moralSUP- enWmInusdav, We are most appreciative of the IMO for its dovolopniont, The ;Mauling committee is service these Panel members and discussion group listed on your program, kV() 111.0 1114O 111111181111 11111t 1111 hosiers mid I iv:orders are providing 1'111' of Val, W1111 11111111H011t 1110 1011(101' 111(11 inI loom Eco- l',111;11 a Val Will 1111-10 be thinking 01111(10mill the nomics Education tnclay, were willing and able to conference ()I' ways you can shore it with a wide come. You were invited becouse someone nominated range of collengues hack home. The handoutwe you Os such n leader. We began by sending a letter gave you will, we hope, hole you to focus those to 1111 the stole supervisors of I tome Economics Edu- thoughts and remind you when you're home again ction. the Directors of 1 tome Economics Extension that you are going to do something different 115 11 rein every state, end about 125 teacher educators in sult of being hero. We think you'll make a point of the institutions where the most home economists are talking with others here from your geographic 111011 being prepared with at least one from every state. 111111 planning together for ways to call regional con- We asked them to nominate up to ten tenders and the ferences, to gut on the agenda of committees and on responses gave us a list of about 550 to 600 names. the program of state meetings, to get articles into In choosing which ones to invite we considered geog- your newsletters, to suggest new topics for disserta- raphy (and invited some from every state from tions and theses, to get more information on subjects which we had nominees). position(and invited that arose here, and to implement other ideas that teacher educators, supervisors, teachers, Extension Yon will generate. We want the influence of the con- home economists, business home economists in edu- ference to spread like ripples from a stone thrown cational positions, administrators, and others), and into the water. The coffee breaks, meal times, and we hoped also to have variety in age, race, and sex other open periods will offer opportunities for such but we didn't do very well on the latter! There just contact. aren't very many male Home Economics educators! I..vast you to know that, although ours is one of We also chose some invitees by lot so everyone hada dozens of conferences held on this campus this year, chance to he selected. Not everyone whomwe in- our new Director of Conferences and Institutes, Dr. vited was able to come, of course, but most could Bob Simerly, has taken personal charge of this one and we're glad you are here and we're going to have and he will he here continuously to see that every- a great time for three days and we're going to make thing runs smoothly and comfortably for you. We a difference. You have seen our objectives on your appreciate that, and we think his special interest in program (see page i). We'll hear some good speak- us is affected, at least a little. by the fact that his ers and we'll think about the implications of what wife is a Home Economics educator. they say for Home Economics Education. In our dis- One of the values of such a conference as this is cussion groups, which meet four times. we are going that you will make new friends. and five or ten years to think about, and mave recommendations to the from now you'll he seeing each other and recalling whole conference and to the profession, the octions that you met at that first Illinois Toucher conference and reactions we need to take or propose. You'll at the University of Illinois. each be taking your responsibility in these discus- I think I should tell you a little about this journal sion groups very seriously and sharing all the goccl that is coming of age in this its 21st year. It began ideas you brought with you and the new ones you with Letitia Walsh, then Chairperson of Home Eco- had as you listened to the speakers. After those four nomics Education here. when she decided thot long sessions, the leaders and recorders will meet on ago that alumnae needed to keep in contact with Tuesday evening and plan what should he presented their university and to keep learning. She starteda as a summary to the conference, what resolutions newsletter, each monthly issue of which was written we should consider, what issues need to be dis- by one graduate student who earned 4 semester cussed or debated, what actions we want to recom- hours of credit for doing so. It was typed by a stu- mend to the profession, what articles we want to be dent assistant. mimeographed. and mailed free to written, and the like. On Wednesday morning we alumnae. After a few years of this, people outside have a block of time for all to discuss whatever is the state (including me as a graduate student) began presented. to hear aboutit and to want to subscribe. With Also, during the conference a Listening Panel will Volume V. it got a stiff cover and was made availa- he making and sharing notes on what that final ses- ble for $3.00 for 9 issues.

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The slight downturns 11 couple()I'times have jects such as environment. occurred when we had to raise the nubscription We think the Illinois Temluir has !Hondo For our rate, but recovery was Fairly quick and we are still noportmoot, College and University. The story we growing. Our subscribers, in every state and 14 like best to tell our administrators is about the visi- foreigncountries,are mostly Home Economics tor who inquired as to the location of the Illinois teachers, teacher educators and supervisors but Toucher building! also a few Extension Home Economists and others, And so we are here in our 21st year and thinking as well as many libraries. about adding an external Editorial Advisory I3oard, Faculty involvement withIllinois Toucher has trying always to become more and more valuable to varied. Usually one member has been Editor, often our readers, responding to frequent requests to re- others have been responsible for individual issues, print (48 in the last 5 years), exchanging subscrip- sometimes not. One member, usually the general tions with 18 other professional journals and puffing Editor, has assumed responsibility for selecting a with pride when we go to New York and someone volume theme and issue sub-themeswith involve- tells us that although their school budget reduced ment of all the stafffor inviting authors, reviewing them to one professional journal, they still subscribe manuscripts received, contacting typesetter, proof- to Illinois Teecher! That happened last week. ing copy, and the like. Most of the faculty involve- We invite your suggestions for improving our ment has been in addition to a regular full-time staff journal and for ways to make it known to more load, people who might find it helpful. We also invite you The non-rcademic support is headed by Norma to submit articles for consideration in future issues. Huls and includes one other typist, part-time, and a The theme for the next volume is "A New Look at the student helper a few hours a week. Occasionally Basics: Leadership Through Home Economics'' and another typist is added for a week or two to handle we'll he selecting sub-themes for each issue soon. peak loads. Norma keeps records, handles subscrip- We'd also be glad to receive from any of you a short tions, back issues orders, storage and inventory: statement of what that theme suggests to your mind orders equipment and supplies, keeps a xerox copy so that we can get a variety of interpretations of of what goes to the typestter and printer, puts out what is basic. We'd be interested in your sugges- the bids each spring, and attends to the myriad of tions for themes for future volumes, too, and if your other details. institution or state i, interested in guest editing an Students are also involved. They are invited to issue, I'd like to talk with you. submit articles as well as to read it. Sometimes one My greatest pleasure this evening, in addition to serves as Assistant Editor for the year, or Editor for welcoming you here,isto present our opening an issue, or with promotional activities such as ex- speaker. We are extremely fortunate to have Dr. hibits at conventions, Check out copies are available Marjorie East of the Pennsylvania State University, to them in our Resource Center (which you can visit a former president of the American Home Economics tomorrow evening if you wish) and back issues may Association, in this keynote position. be purchased at special rates. Students are involved

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I will come back to address seme or these matters lives, which p0rceives ielnluuislups 1111111 1:111111(11:- later. Now I'd like to look at ;mother aspect of our HMIS, which is with umbiguities, which is present situation: our dilemma as to the definition of skepticaland evaluative,Richness comes from lionm economics. We have been shaped by lour dif- awareness, sensitivity, compassion, and sensuality. ferent models of xylitit home economics is, and also Clarity conies from phiLsophical questions about by our vacillation, ambivalence and murkiness the meaning of life both asked and answered, how- about them. I'm not condemning us; any fieldis ever tentatively. All these are aspects of the tilet shaped by many influences and the differing percep- mind. And that is what would be focused on the tions of many people. Briefly, the four models I iden- family find the home in order to improve humanity. tify are these: I lumanity? Yes, we want to aid the development and home economics is the education of women for the happiness of individuals. But the ultimate goal is their domestic role. It consists of teaching school to make life successively better for ouch following girls to be attractive, confident, sociable, and generationthe time-binding principle. feminine, to be adept at motherhood, domestic We have not reached the great potential for home management and coping activities, and helping economics. Can we? Could we? We must first com- adult women to refine their domestic skills. This plete two difficult tasks: come to agreement on what model is oriented around women, children and the home economics will be, and redesign our profes- traditional female domestic role. sional preparation. Home economics is the application of science to Perhaps we are now ready to do the hard thinking, the problems of homes and families, both the the pruning and weeding out that would be neces- social and natural sciences, and especially as sary in order to agree on and implement an operat- they are interrelated. The 1902 definition and the ing definition. Disciplines, like humans, don't burst human ecology concept fit here, fully matured upon the world. They grow into what Home economics is the teaching of practical, use- they become. In recent years the Eleventh Lake ful skills as a basis for understanding abstract Placid Conference Year helped. The proposed principles. William James and John Dewey pro- "French Lick Revisited" conference will help. But moted this model around the turn of the last cen- lest you think the task would be easy, think of what tury and it led to the definition of home economics my definition would require. Its focus is the home as a laboratory subject, It has become associated and family only as means, "the matrix," for individ- with vocational education in that the ultimate pur- ual development. Nothing about the home or family pose for the learned skill has moved from ab- is important intrinsically, only as means. What hap- stract, intellectual understanding to the use of pens then to much of the content now taught in our that skill in a vocation, be it homemaking or a paid courses? How much more do we need to learn about job. true cause and effect on human development? What Home economics is education for household man- theories are there? How do we develop theory? How

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Hobert F. Bundy Organizational Consultant and International Futurist Scholar Syracuse. New York

Good morning. I am very pleased to have been in- day then in your educational programs you must vited to participate in your Conference on Current come to terms in practical was with these techno- Concerns in Home Economics Education. As a small logical and value shifts. And, in addition, you must addition to the introduction I was given, I would like learn to forecast the future consequences of these to share with you that I am 45 years old. Up to this areas of change so you can continuously renew your point in my life I have been involved in four different field and realistically plan your professional efforts. careers and I will confide to you that Istill don't These are truly formidable tasks! know what I want to be when I grow up! One of my What I would like to do in our short time together fondest desires is to get to be 105 years old and still is not simply make more vivid, and perhaps painful, be able to say: now what do I really want to do with the current problems involving family life you have my life? What has all this been a preparation for? to cope with, nor try to heighten your awareness of Years ago, of course, this would have been inter- future trends you will probably have to respond to. preted by many people as an irresponsible attitude. Attempting these goals would probable be of some One was supposed to enter a vocation early in life use, but I would rather try to do something more and remain with it until death or retirement. Today, basic. and in the long run, hopefully, much more however, we just shrug our shoulders and accept helpful to you. With your permission I would like to that having more than one career is simply a sign of offer you what might be a very different point of the changing times we live in. view for thinking about where your field is now and This morning I would like to talk with you about where if is or might be headed during the coming another sign of the changing times we live in. I speak decades. Such a view, if effective, might assist you of the uncertainty we educators often experience to reduce your uncertainty over what it means to over whether we are adequately preparing people adequately prepare people for the future, for the future. I know all of you involved in home eco To develop this point of view I will ask you to think nomics education keenly feel this uncertainty. If any about the relationships between two key ideas: the field of activity in recent years has been subject to first is the concept of images of the future, and the powerful change forces, it has been yours. Dedi- second is the notion of the educated person. cated as you are to studying and improving the qual- My first argument will be that images of the future ity of family life, you must by necessity respond to all are a powerful social lens through which modern those social/technical forces that strongly influence history can be more clearly seen and alternative the family: changing male/female work roles and ex- pathways into the future more surely discerned. Un- pectations; new patterns of family and marriage; like the usual approach of extrapolating existing new knowledge about food, nutrition, health, cloth- trendsa process fraught with all kinds of potential ing, housing, child development, learning and so on. biases and distortionsimages of the future can be All these areas of change sharply impact family eco- a unique kind of lens for uncovering fundamental nomics, home management, consumer habits and the movements in our civilization; movements that will quality of family interpersonal relationships. Each shape the future course of human affairs for cen- V V V V V V V V V V V V V V V V V V VV V V V V VV V V V V V V VV V V V V p.m-Mooed from pogo 5)

It's a matter of sharpening, focusing, and clarifying faint, and confused with extraneous debris from what is already there. From the Lake Placid Pro- expedient decisions and random influences. ceedings ring out statements as fresh and true today Home economics can become a discipline and a as they were then. Our path is already marked out. profession. It can become a vital force for human We have not been able to see it clearly because it is welfare. Will it?

6 turies to come, but which we could easily miss so very fine experience for me because I was given free caught up are we in the pell-mell rush of everyday rein to create the underlying rationale. develop the events. substantive areas to be addressed. invite any con- 'afy second argument will he that accepted beliefs tributors I wished to. and organize the entire book. about what it means to be educated are intimately After much reflection I finally selected 19 essays for tied to the dominant images of the future in a cul- inclusion. Many of the essays were prepared by out- ture. And so intimate is this connection that as the standing thinkers in Western civilization. For exam- dominant images of a culture change. so do peoples ple, the well-known French social critic Jacques beliefs about what it means to be educated. This Ellul, author of 'Fite Technological Society.' the clas- phenomenon, I will suggest, is precisely what is hap- sic work on technicism in industrial society; Dutch peninii in Western civilization at this time. Older sociologist Fred Polak who pioneered some years images are passing away and so are traditional. ago with his two-volume work entitled The Image of established views of the educated person. But as the Future:3 theologian/scientist Robert Francoeur these older images die we can be certain new visions who wrote Utopion Motherhood' and Eve's New are already in the process of being born. And if this Rib:' anthropologist Elaine Morgan, author of The is true, then a truly marvelous possibility presents it- Descent of Women:" economist Herman Kahn of the self. If we can find a way to touch into the energies Hudson Institute whose hooks The Year 20007 and giving rise to the new visions, then we may be able to Things to Come" have reached a rather large audi- catch a glimpse of what tomorrow's educatedper- ence in the industrial nations; social scientist Elise son might be like. We may be able to get some feeling Boulding, well known for her work on the religious for how this person may think, learn, play, work and imagination and who recently published a book on spend his/her leisure. women called The Underside of History:9 Vine The advantage of bringing together concepts Deloria Jr. the articulate American Indian Spokes- about images of the future with beliefs about what it man who wrote Custer Died for Your Sine' Lester means to be educated, is that some new insights may Brown of the Overseas Development Council who be gained about what is essential for people to learn wrote World Without Borders." There were other today in order to live constructive, responsible, fine minds and creative thinkers whose essays were humane lives :n the future. In terms of your inter- included in the book, but even with this brief listing ests these insights may point to specific kinds of you can tell that the ideas of a rather impressive knowledge, attitudes and skills about family living group of people had been brought together. you should be teaching now to help prepare tomor- The questions I posed to each contributor were row's educated person. these: How do public images of the future come to I won't promise you new insights, but I would hope be'( How do they influence the future that actually you might profit from another way of viewing how occurs? And third, which images will or should our world is changing and what this view suggests shape humankind's future over the next several home economics education can offer in shaping to- decades? Each in his or her own way replied, result- morrow's literacy. My role will be to describe this ing in what I think are some extremely important social lens of images of the future and then guide new insights, as well as reaffirmations of things we your gaze through the lens to see what we can dis- already know about images of the future. Let me cover about tomorrow's educated person. Your role share with you a few of the major conclusions will be to focus the lens on your own field and inter- drawn."' pret what you see in terms of home economics edu- 'Jacques Ellul. The Techrmlogic(11 society (New York: Allred A. cation. Thus, while I won't say very much about Knopf. 1964). home economics education as such, at each step I 'Fred Polak. The (move of the Future (Elsevier. 1972). believe you will be able to make the' appropriate 'Robert Francoeur. litopion Motherhood (New York: Doubleday translation and application to your own field. & Company. Inc.. 1970). 'Robert Francoeur. F:ve's New Rib [New York: Harcourt Brace hvanovich. Inc.. 1972). Images of the Future: Their Nature 'Elaine Morgan. The Descent of Woltion (Now York: Bantam and Role in History Books. 1972). 'Herman Kahn. The Year 2000 (The Iluttson Institute hr.. 1967). With all this as prologue, let me begin my story 'Herman Kahn. Things to Come (The Hudson Institute Inc.. I972). Boulding. The Underside of History ((;olorado: Westview now with the first of the two key ideas I mentioned: Publishing. 1976). images of the future. In 1975 I was privileged to be "Vine Deloria Jr.. Custer Died for Your Sins (New York: Avon asked by Prometheus Books to be the editor of a book Books. 1969). which we eventually entitled Images of the Future: "Lester Brown. World Without Horders (New York: Random The Twenty-first Century and Beyond.' Thiswas a I louse. 1972). 'F(1:- a morn ,:omplete summary see my Epilogue in Imoges of the Mauro. As f point out there. each author would probably not agree 'Robert Bundy. ed., Images of the Future: The Twenty-first Cen- in tot() with all the general conclusions stated. Nevertheless. I be- tury and Beyond (Buffalo, New York: Prometheus Books. 1976). lieve the agreements would easily outweigh 'he disagreements.

1 el 7 1. First, images of the future are those clear, which images direct the imagination toward the crystallized, focused expectations of the yet to come. future and speak of another world in a coming time. They contain within them all the sacred memories of But simultaneously. the images reach backward into a culture about God, human nature. history. the the present to shape the current behavior and ex- nation, the cosmos and human potential. pectat'ons necessary to realize the images. We act 2. images may he positive and optimistic: or nega- as if we already know the future: sus if in some sense tive and pessimistic.If positive, they speak Of a it is already here with us now. counter reality radically different from the present: B. Images thus explain the past. instill confidence of another and better world coming in another time: in the present and inspire hope that one day the a world far more perfect and preferable than the iestinv foretold by the images will come true. present. Without an inspiring image of the future then, no 3. Images may be religious in the sense of God culture can long survive. As old visions pass away guiding human destiny to some final fulfillment or new ones must be born or cultural decline is inevita- end point: or utopian in the sense that people. ble. The history of a culture is a history of its images through their own efforts. consciously construct a of the future. Images of the future, whether they desirable social reality here on earth: or images may speak of a heavenly kingdom. the good life here on be a delicate blend of the two, which has probably earth, or both. thus reveal the vitality of a culture been true of the most dynamic images down through and pre-figure where that culture is headedvigor time. and growth or decline and breakdown. While it may 4. Images of the future in any historic period arise be true to say that the past is prologue to the pres- from the poets. mystics and visionaries. These char- ent, it is probably far more accurate to say that the ismatic people basically reinterpret the past and by future is prologue to till of history. a mysterious and little understood process communi- In general, the contributors felt that current domi- cate their images to the larger society. It is impor- nant images of the future are either inadequate, tant to note that meaningful images can't be born by completely unacceptable, are breeding paralysis of artificial means. To have convincing mass appeal. thought, or are creating extreme social divisiveness. the images believed in must always remain within In short, we lack any commonly shared vision in the collective imagination and the common values Western civilizationno view of the future that can held to be self-evident by the culture. In turn, images command belief and acceptance in any collective must offer a future possibility that is acceptable to Our imaging capacity is not stunted however. an entire people as a whole." We can still exert some measure of control over the 5. Not all images take root, of course. Many fall by future. However, the greatest fear expressed by the the wayside and die because they do not uniquely fit contributors was that we will not exert this control the times. Those that do take root in the conscious- wisely or that no basis for social cohesiveness will ness of a people are slowly refined and articulated be found. Many ideas about new images were pre- as the generations and centuries pass by: added to a sented and the authors felt the new images needed little here, clarified a little there. forged out of the were either inevitably taking shape. quietly existing give and take between competing ideas and forces. but gaining momentum, drained of their effective- And in time, by processes we only dimly understand, ness by their competitors, or not yet invented. new images grow to replace tired. out-of-date, or un- It appears safe to conclude then that we live in a completed images of the past. time in which older visions are passing away and the 6. The process by which images are transmitted climate at least is ripe for the birth of new visions. from generation to generation is through the telling This in turn explains a great deal of our confusion of stories. The stories reflect what people know and uncertainty today. For when a culture's vision is about themselves and their world. and in their tell- strong. there is agreement on social goals and pur- ing, the hidden meanings of the images are under- poses: the fundamental questions of existence are stood. In other words. the stories make vivid those answered and command faith. There is a sense of timeless truths contained in the images which other- movement and excitement, a confidence that even wise could not he easily taught or remembered. the most difficult problems can be solved or re- Thus, while images point to the future. they are solved. Competing ideas become a source of strength grounded in stories of the past and their meaning and clear evidence of deep wells of creative energy grasped through the telling of stories." within the culture. But when a culture's images are 7. Images of the future. therefore. pull a culture weak, or even though strong, don't inspire the group forward in time. A powerful dialectic takes place in imaginationthen a culture becomes fearful and unsure of itself. There is a feeling of being adrift in time: in a world that is chaotic and frightening but "Se "Search for An Image" by Jacques Ellul in Images of the Future for a fuller clarification of these ideas. is. nevertheless, more preferable than a future that "See Thomas Green's essay "Stories and Images of the Future" seems without hope; more preferable than a future in Images of the Future, for a very fine discussion of those themes. without the possibility of creating good memories. Is 1 r, 8 this latter condition not our current situation today, the future as a social lens to study global events, living as we do in a world in which the comfortable. then we begin to see some underlying order in the familiar past recedes from us as quickly as the dis- chaos and confusion we are experiencing. As I men- orienting possibilities of tomorrow's world thunder tioned earlier. the book contributors all agreed, and into our consciousness? I think each of you here might too, that in our times we seem to finally have exhausted those great What It Means To Be Educated; The Interplay visions that pulled us on and inspired us in the past. Between Literacy and Images Not that these visions are dead. They still pulsate and live on. They still draw believers to themselves. At this point, let me set these ideas about images But none of the older visions seem to have the power aside temporarily and ask you to consider the anymore to energize our civilization in any collective second key concept I spoke of: the notion of the edu- way. Instead, the o1dcr 1,:;-,iuns fight and compete cated person. Here I wish to argue that in every age with one another and in the proctis discharge each and culture there is some generally accepted a of other's energies. small wonder then that such great what it means to be educated. i.e.. widely %,,d be- fear and uncertainty are present inthe closing liefs about what it is necessary or appropriate for decades of the 20th century: that there is a lack of one to know and be able to do; the knowledge, atti- any core values that provide unity and cohesiveness tudes and skills required to protect, maintain and of purpose; that there is such a noticeable absence enhance a culture. So self-evident is this fact that it of the vigor and strength necessary to cope with our would be hard to imagine a culture long surviving many social problems. Small wonder too that no without such a collective understanding. general consensus can be found on what it means to Literacy is a good word to use in this context and I be educated; on what kind of person we ought to be use it in the sense of all those common expectations preparing for the future. Because we luck a domi- and instant recognitions people share withone an- nant vision of the future we cannot agree us a nation other in art, music, economics or the natural envi- on what kind of future we ought to he working to- ronment; that inner landscape of feelings about life ward. Hence, we cannot agree on what kind of edu- and its meanings that is uniquely characteristic ofa cation will lead us forward. Used properly then, particular people; all those instinctive ways of be- images of the future provide a unique kind of lens for having that give coherency and predictability toa our times and our current dilemma in educe- culture. By educated person then I don't exclude. but I don't mean just those who have been schooled the most or who possess special talents and gifts. I Decline of the Superindustrial Image mean the individual who understands, is one with, at and Its Powerful Underlying Dogmas home in. and can function well in his/her culture whether it be a hunting/fishing group or a techno- But let us try to turn up the magnifyingpower of logical society like ours. Obviously then, this defini- this lens and look at a particular image thatmay tion of an educated person is much broader and help to illustrate the intricate interplay between more inclusive than anything we might associate images and literacy. The image I choose has been with the idea of school or schooling. called by various names: industrial dream, techno- If we accept that every culture has some set of be- logical utopia, the superindustrial society. What- liefs about what it means to be educated or literate ever we may call it, it has exercised great influence for that culture, then what is the origin of these be- over the social imagination for several centuries in liefs? None other than the images of the future that the West. Stated briefly. this dream spoketo us of hold sway in the hearts and minds of the people. Out unparalleled affluence.increasingleisure.high of a culture's visions flow the models of the educated energy technologies that did our work for us.cen- person: beliefs about the kind of person and the tralization of power in huge institutions.constant kinds of learning that will make the attainment of economic growth and rapid change,a high degree of the images possible. In turn, these models shape the mobility, extended life, and so on.'' I believethis processes and architecture of formal schooling. The dream has been an interesting andeven necessary connections hereas subtle as they are powerful experiment, but it has now reached the end ofits are as true for Nigerians. Pakistani, Chinese and usefulness because it is a non-viable globalpossi- Hopi Indians as they are for Russians and Ameri- bility. To try and carry it further would leadeither cans. And so delicate and intimate are these connec- to widespread social and biospheric destructionor tions that as images of the future change in a cul- our enslavement in some mechanized nightmare. As ture, so do the basic beliefs about what it means to evidence this dream is actually declining I willcite be educated. Such a shift, eventually. will lead to changes in the structures of schools themselves. Now let us apply these key ideas about images and have tried to describe the superindustrial image inmore detail in "Social Visions and Educational Futures.Phi Delhi literacy to our historic period. If we use images of Kudpan.November 1976.

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01 On the one hand, an entire system of schools grew intimately tied to the welfare of every other part? out of the superindustrial dream. These schools are The philosophy of Triage, thus, is simply a ghastly still with us and for the most part are still preparing joke flowing from a perverted superindustrial con- people for the superindustrial dream. Moreover. sciousness. much as if the hand were to cut off the many of our organization:, technologies and ways of foot because the hand didn't feel there would be doing things are still being energized by the super- enough nourishment to go around for the whole industrial dream. On the other hand, this dream no body. We may live at the moment in a lawless global longer can call forth any convincing, mass appeal, so arena but the need for global security structures is we lose confidence in the very successes in educa- clear evidence of how all human relationships are tion, business and politics our dream has brought us. drawing together." We are caught thus in a sort of vacuum in time: pro- Similarly. not long ago. most people would have pelled forward by the inertia of the past. but without had great difficulty seeing any connection between any guiding beacon to direct our future course, an oil blowout in the North Atlantic and the general What then are we to do as educators? How are we health of photoplankton off the FijiIslands: the to prepare people to live humanely in tomorrow's pumping ofindustrialeffluentsinto New York world when we lack a vision to inspire and sustain coastal waters and the making of weather over Paki- us: when we have no magnaetic dream to define stan.Accuratelyexplainingtheseconnections what it means to be educated? I believe we can find would still be a problem for most people. but the a clue for action by extending further our analysis of awareness that the connections are important is images and literacy. If older visions are passing slowly becoming entrenched in our imagination. away and with it traditional notions of literacy. then Gradually. the awareness is spreading that the the new definitions of what it means to be educated planet with its thin biosphere is like a living organ- will be determined by the new vision that comes to ism in which every part touches and depends on domirate our social imaginationinthe coming every other part: in which there are flows and pat- decades. Of course, we can't know our visions in terns across a huge ecological nervous system. To advance for in some mysterious way they reach out touch or disturb any part of this nervous system and possess us rather than our rationally choosing therefore is to touch and affect every other part. In them. We can, however, perhaps see their general short, we are learning that nature is alive and sensi- outline or at least evidence that a new vision is in the tive, not just some neutral, dead thing for us to con- process of being born. It is to this evidence I would quer and exploit in our ignorance. like to direct your attention now because I believe This awakening to how our hiospheric and social the evidence is very strong that a new global vision systems interpenetrate will have profound effects is emrgir ,. And by carefully examining the evi- eventually on how we visualize ourselves, what we dence we may get some clues about the literacy that respond to in our environment, how we design our will accompany this new vision. For your considera- buildings, organizations and life spaces. and take tion then I will describe five basic shifts taking place our leisure. As nature becomes a holy place once at this time, primarily in Western civilization. Each again and flowing information systems link people of these shifts is not terribly significant in itself, but everywherewe will he drawn to generate new all five taken together. I believe, suggest very clearly images of human nature, human potential and that a most powerful new global image is forming. human purpose. Evidence for An Emerging Vision 2. Desire for Smallness. Underlying this shift. which is strongest just now in the West but is slowly 1. Global Interdependencies. We need not dwell becoming worldwide. is the growing realization that long here. The manifold ways all social. political. our huge education. business. military and govern- economic and ecological systems on the planet inter- ment organizations are not meeting mini* human penetrate and depend on one another have been needs nor providing the range of hurt, services much discussed and written about in recent years. they promised. Nor will these organizations be able When the events of the smallest state can send out to unless they undergo a massive scaling down. de- shock waves that affect the entire world: when uses centralization and redirection. Thus. in the future. of technology can impact the whole human commun- people everywhere are going to have to learn how to ity in the span of a few years and sometimes in a few care for and depend on each other again. and to do secondsthen there can he no doubt about the things more simply and less expensively just to sur- interdependencies among allthe peoples of the vive and obtain ordinary human services. Initially. world: no doubt about the fact that our social and the motivation underlying this trend will he eco psychic bonds are rapidly converging and tighten- nomic as greater numbers of people discover they ing, and time and space separations are collapsing. How much longer will it he possible to pretend that "For an excellent discussion of this point see 'I'myrirrl II 11w sun the welfare of every part of the human family is not tl'orld Order (New York: ['flutist Press. 1977),

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I Z T f; Aquarian Vision. Perhaps the astrological implica- consciousness that uses these tools will be different. tions will bother or coninse some people. To me, the In its simplest terms, the industrial era represented Aquarian Age symbolizes the ending of a super- a particular kind of experiment with technology in industrial consciousness and the beginning of a which we believed technological slaves could re- whole new centrality of values in human affairs. place enduring human functions. An Aquarian con- In my view this .tge is not fixed in advance or fore- sciousness sees the folly in this and offers yet an- ordained in some cosmic sense. Rather. for many oda, : rul of experiment with technology one in reasons, historical and otherwise. Ibelieve the which 4:M1/technical tools are kept within safe potential for in Aquarian Age is open to us and for limits: . vhich personal creativity and the enduring awhile we will have the opportunity to actualize it. kinds of things people have always done for each Part of the power inherent in this opportunity is not other are greatly enhanced. that everyone will become a mystic but that the But now. still looking through our Aquarian lens. evolution of human consciousness nevertheless can what might we see and say about the educated per- be accelerated greatly during the coming decades. son or the literacy appropriate for an Aquarian Age. What I will do is suggest some areas in which I be- Looking Through an Aquarian Lens: lieve people will need to be literate for the future. World Affairs and Literacy These areas will not 1-,e in any particular order nor will there be any attempt to define a curriculum. Let us ask at this point what an Aquarian lens Rather. I will simply present some ideas about liter- would show about the future that the superindus- acy I feel are :1-tasiLttent with an Aquarian Age. The trial lens would not have presented to us. If an implications for home e,_:ont, nits education will be Aquarian Age evolves I believe, among other things. quite obvious I thinic it would mean: (1) A breaking up of large power I.T..otA. Energ.t., Teols, I believe no one would grad- centers as they are currently represented in the Ilate from ariv formal phai;e of schooling without an huge transnational corporations.Intheir place intimate knowledge of windmills, solar cells. fish would come non-profit, global security structures farms. methane generators, composting toilets and whose purposes are to arbitrate conflict anc: pro- the other low energy tools that can be used for food mote global cooperation and social justice. (2) Small- ,,aind energy production. These tools are relatively in- er corporations as basic units of production would expensive, can be made widely available, are easy inevitably dominate the economic scene. Similarly. to share. repair and use, are safe, non-violent to the smaller but largely self-sufficient regions would environment and encourage decentralized.self- emerge around the earth; regions that enjoy amica- sufficient systems. These tools provide excellent ble relationships with each other; and between opportunities to teach math. history and other aca- which there would be relatively little movement of demic knowledge as well as cooperation. problem physical goods but a high degree of information solving and decision making. But there is an even transfer.(3) These changes would certainly be further incentive. As I mentioned earlier. we cannot accompan ;dd Ity a movement away from the super- afford our current model of school much longer industrial growth ethic, excessive materialism, and which means we are going to have to find much sim- "high energy" attitudes and tools. There would be pler, less expensive ways of teaching people in the much less replacement of meaningful human labor future. I have advised many school administrators, by high energy tools. Instead, there would be a major teachers and parents that if they seriously encour- dependence on low energy or intermediate technolo- aged involvement with the low energy tools. a school gies. Cottage industries and craft-based economic could iu a couple years be producing one-third or s'ystems would be at least as equally honored as inmore of the electrical energy it uses through wind- dustrial systems, For those regions that chose a mills built by the students themselves. A school more industrial approach, certain technologies in could also produce all of the food it needs by summer any event would he automatically eliminated such as gardens, greenhouses and enclosed fish farms. super tankers, nuclear generating plants and strip There are also many additional kinds of low mining, The relationships between people and their energy tools that would be useful in other areas of social /technical tools would he "convivial" in the living. In health care, for example, the literate per- sense Ivan Mich uses this term.' son of the future will have a working knowledge of An Aquarian Vision is not anti-technology, anti- alternative healing therapies. a thorough under- institutional, nor does it seek to go hack to some standing of the body and how it works, and he able earlier pre-industrial society. Technology will still to use methodologies as disparite as taking blood be of great importance but the kinds of tools and the pressure. 1)M-feedback to control internal processes, meditation to reduce pain and hasten healing. -and perhaps even examination of auras. It will he a com- 'Ivan Mich. Teals fru. Convivirdity (Nmv Yr rs, '1:irper & Rnw mon experience for literate people to responsibly Publishers. 1973). share and teach one another about the tools of heal-

13 ing.23 The same will be true for the tools of learning. teacher, a healer, a peacemal-n or explorer, i;is In short, being able to use low enerr,y tools in all something that can't be comple '; in less than a life- aspects of life will he an importarr dart of literacy time. On the other hand, a job is simply how you earn for the future. money. Ideally, both job and work will be the same. 2. People Loyalties. Helping people to emphasize Most crucial, however. is to have a work to do in life loyalties to each other more than to large institutions even if one has many jobs or sometimes no job at all. will he a fundamental part of Aquarian literacy. To discover this work to do in life young people This means bringing back a lot of old fashioned will have to have real responsibilities and real virtues such as honesty, integrity, faithfulness, keep- opportunities to be productive. Atr.esen' Ne want ing promises, cooperation,trust: the belief that young people but we don't need them for the mainte- people are basically happier when they can care for nance of society. The only responsibility they are and depend on one another: that enduring human allowed to have for the first quarter to a third of functions cannot he given over to huge technologies their lives is to he a learner in school. This may and anonymous institutions without destroying the serve well the development of a superindustrial very life rf a culture. mentality but such a system would be very much out 3. Desire. to Personally Make. People cannot he of place in an Aquarian society. totally self-reliant but they can learn to personally make or do rather than have a constant reliance on 6. Leisure us the Center of Life. To the classical the pre-packaged services of huge institutions.I mind, the purpose or end of work was to enter into mean here an instinctive, habitual attitude in which leisure. To the superindustrial mind, the purpose of one's first response when a need presents itself is to leisure is to enter into work, or perhaps more accur- ask what one can do or make to satisfy that need. ately, job. In other words, we are expected to use Certainly this implies a value system in all areas of our leisure to rest and amuse us so we can return to life in which there is less acceptance of giving one- our job. In the ancient would, leisure was an attitude self over to the expert's decision and less use of the of mind independent of time: the doing of something ready made professional service versus what people for its own sake: a kind of detachment that allowed can do for themselves. one to see deeper orders of harmony because one 4. New Reality Constructs. Although itis often was not enslaved by the world. Leisure, in effect, said that one of our major problems today is infor- said something about your whole life and character. mation and decision overloads, I believe the real By contrast, to the modern mind. leisure is what one issue lies much deeper. It is not an overload we have does in some time block away from jobusually but confusion in trying to process 20th century data recreation and entertainment.Notsurprisingly through reality constructs out of the 18th and 19th then, but sadly, we hear educators often say we centuries. We need new constructs to understand need to help young people learn to use their "leisure our world on the eve of the 21st century. What will time productively"an outcome hardly desirable they be? Spaceship earth? Planetary citizenship? even if possible. Small wonder then there is so much Bioenergy? (A more basic form of energy that ac- dis-ease in our civilization because productivity and counts for both physical and psychic phenomena.) amusement are substituted for authentic leisure. Cosmic health? (An awareness that health means Leisure in the Aquarian Age will mean under- being in harmony with one's spirit. mind, emotions standing that leisure is the center of life, the very and physical body: that all physical disease is but a basis of culture, and it is only when one is in leisure symptom of and clue to a deeper internal dishar- that the most profound truths can he seen. Tomor- mony.) The development and teaching of these new row's educated person will understand that sickness constructs is probably the most exciting challenge in always comes to one deprived of leisure for any education today. length of time." 5. Self-defined Work. Another very important 7. The Capacity to he Centered. The great think- area of learning will be for one to discover a work to ers of Western civilization always understood there do in life. By work to do I mean a personal space in were two ways to know: (1) rational discourse or dis- which one tests oneself and finds an area of com- cursive reasoning in which one slowly, indirectly, petency: in which a sense of style, judgment and categorized, analyzed, compared, abstracted and craft can he exercised; in which one produces some- went logically from premise to conclusion. And (2) a thing more enduring, something to he used rather direct, immediate perception of the thing known be- than used up." Whether one's work isbeing a yond intellect and reasoning: what we call religious inspiration or creative flashes in which the veil of ='I have elaborated on these ideas in -Images of the Future: reality parts momentarily and we see things as they Health Occupations in 'Transition To A New Age." Americon Vocational Journal (February 1978). pp. 72-76. 117. "See Thomas Green's excellent discussion of these ideas i4 "I have triedto explore, the power behind these ideas in Work, Leisure end the American Schools (New York: Random "Leisure: The Missing Futures Perspective in Educational Policy." House. 1968). finirtml ofEthicritirm(Met.. 1977). pp. 93-104.

14 n truly are. In the superindustrial consciousness in- stereotyping and large anonymous institutions; and ordinate weight is placed on rational ways to know. someone intensely interested in personally fulfilling In the Aquarian Age, rationality will still be impor- work and how to maintain a rich and diverse family tant as always, but it will be balanced and comple- and community life. mented by one's intuitive faculties. Important train- Preparing this educated person will he the major ing will thus be to help people learn to quiet the intel- task for the balance of the century as the new global lect and open up to the inner self: a development of vision takes more definite shape and penetrates our one's poetic and irrational ways of knowing. Thus. consciousness. I believe the inspiring forces oper- it will be commonplace for the literate person of the ating even now from this vision will assist us in this future to know how to meditateto be centered. task and guide our efforts. 8. Unity of All Reality. This capacity to be centered is also crucial to helping people see the unity Conclusion and Some Final Notes About the Literate of all reality; how all things are connected and inter- Person Needed for Tomorrow related; how the health of our natural environment Let me close now by summarizing what I have is involved with the health of our body and spirit. tried to share with you. The superindustrial dream The educated person in the Aquarian Age will read- is dying and with it many of our traditional notions of ily understand what Francis Thompson meant when what literacy signifies and what it means to be edu- he spoke of the connection between a falling leaf and cated. (The older dream, let us remember, was a a distant star. noble venture and one that had many elements and 9. Long-Term Perspectives. Having a work to do in accomplishments of which we can be proud.) In its life, being able to enter into true leisure where one place a new vision is slowly emerging even though it can be centered and perceive the unity of all reality, may be accompanied by much strife and uncer- permits people to bring long-term social, economic. tainty. I have called this new vision the Aquarian environmental and spiritual perspectives to per- Age. This age symbolizes a whole new centrality of sonal and social decision making. In an Aquarian values in human affairs on a global scale and a Age gone will be the short-term gains and crass situ- major step forward in human consciousnessall ational ethics of a superindustrial world view. pointing toward a new definition of literacy. 10. Openness to New Revelation. And finally, it While we cannot know our visions in advance. we will be important for people to understand there is can. I feel, see their vague outlines or at least evi- an ongoing revelation about the ultimate questions dence that a new vision may be emerging. The char- of human existence. This means, at a minimum level. acteristics of this new vision for our times seem to being open to the new paradigms and syntheses of be: an expanded awareness. oneness of all reality, knowledge taking place and where these might lead internationalcooperation,socialjustice, peace, US flowing information networks linking people every- Many other knowledges, attitudes and skills, of where, synergy between Eer,tern modes of con- course, will be necessary too, including such basics sciousness and Western pragmatism, a desire for as the 3 R's and other kinds of competencies you smallness in all aspects of life, and exciting new routinely deal with in your curricula. Nevertheless. syntheses of knowledge bringing together modern I hope even this brief listing suggests the range of physics. mysticism, the paranormal and healingall literacy for the future. I believe tomorrow's literacy leading to new paradigms and thought models we spectrum will be seen as extending from the cogni- can only dimly perceive now. tive, affective and psycho-motor on the one hand to The implications of all this for us as educators are the psychic/mystical on the other. In my listing I that there are some very specific knowledges, atti- have tended to speak more of the psychic/mystical tudes and skills we need to help people develop now end of the spectrum because this is the end we for life in this new age. Some of these knowledges. seldom talk about in education and which we now attitudes and skills we can probably teach within need to emphasize. our existing schools and curricula. The real chal- What I hope is also evident about this new literacy lenge however is to explore more fully this new liter- is the impact it will have on all aspects of family life acy and the new models of school needed for the and parenting, and therefore all aspects of present future. I believe everything I have said here this day education. Tomorrow's educated person will be morning about images of the future, the emergence a much more sensitive, caring and aware person; of a new vision, and literacy skills for the future someone less subject to propaganda and political applies with added force to people like yourselves persuasion, less attracted to newness and bigness who are concerned with the quality of family life. for its own sake; someone who views wealth in less You have the opportunity during the coming years to materialistic terms; someone more demanding of make the new age literacy one of your primary con- quaiity products and quality relationships between cerns and in so doing to bring a freshness and hope people; much more conscious of global priorities and back into education that we haven't seen in a long needs: someone who rejects racial bias, sex-role time.

22 15 As we all pursue this challenge I believe we will ous ways to kill. Only a nation that loves peace will discover that the educated person of tomorrow will find peace. The same applies to people. The literate be a rather unique kind of person in the history of person of the Aquarian Age will he a lover of peace human affairs; not a saint by any means because not a hater of war. poverty, inefficiency or the other certainly some of the cussedness of human nature things we learned to hate in the superindustrial con- will still be with us: but someone nevertheless much sciousness. mare in harmony with him/herself, his/her fellow Perhaps the most exciting thing is that becoming human beings, his/her natural environment and his/ this new educated person is not reserved for future her psychic/mystic capacities. In essence. tomor- generations or young people. It is open to everyone row's educated person will he quite different from of us here in this room this very minute if we choose the person that evolved out of our superindustrial it and are willing to open ourselves up to its possi- consciousness. As others have saida nation that bilities. hates war will never find peace. Because we hate Thank you very much for letting me share my war we spend over 100 billion dollars each year on ideas this morning. Much Peace and Light to all of military programs. and we develop ever more insidi- you.

9 ,

16 THE IMPORTANCE OF THE AFFECTIVE DOMAIN IN EDUCATION*

Edith Whitfield Seashore President National Training Laboratories Institute

This presentation will comment on the affective What happens to us as adults when we discount domain in three areasfamily, work and education. emotions as one of the ingredients in a transaction? It will also suggest ways to become reacquainted as It helps to increase misunderstandings and to con- adults to the feelings we had to abandon in our early fuse communications. We smile while talking about years. being enraged; expressions of warmth are mis- Our earliest education comes from our families. In understood; we are even suspicious of compliments. order to recapture what we learned about feelings After awhile it becomes difficult to capture a feeling as a child, it is helpful to complete the following and when asked how one feels, one replies with a sentences: thought. What we learned at home we act out at As a young child, when I had affectionate feelings work. And much of our early learnings were rein- I was expected to... forced through our education. As a young child when I had angry feelings I was How much encouragement in the classrooms is expected to... there to share feelings of fear, affection, anger, con- As a young child, when I was fearful I was ex- fusion? As boys and girls today begin to struggle pected to... with new behaviors and work in new areas, can they As a young child, when I cried I was expected share some of their concerns about entering into un- to ... familiar activities and some of their confusions and In general, both men and women recall that ani- their excitement? Isit possible to include in the mals or grandparents responded more often to affec- problem-solving process the affective area so that tion than parents did; hardly anyone could recall children can talk and cry, can be angry and think, being angry; angry feelings were unacceptable; gen- and can stay in touch with a part of them that will be erally as children they were talked out of feartold instrumental in their future transactions? Whether to "be brave," or "it really isn't scary"and crying or not they know how to understand their feelings, was OK if you were physically hurt, or if a goldfish they will always have to deal with them. And if they died. Otherwise, boys were told to stop, and girls can learn that feelings are acceptable, then these were sent to their rooms until they had stopped. For feelings will be available to them to help understand both boys and girls it was assumed that you were un- their reactions to people and situctions and will be able to work on whatever was bothering them until able to help them make more congruent choices. the tears had stopped; then they could talk about it. You are teaching those who will be teachers of As a result today, most adults don't know they can othersboth at home and in the schools. Can you cry and talk at the same time, and they have even help them to integrate their thoughts, feelings and lost touch with the feelings behind the tearsanger, behavior and achieve internal and external congru- sadness, frustration, fear, delight. ency? So often we have been taught to think one These early responses to expression of feelings way, feel another, and be'llave ambiguously. Our are brought with us into the working world as adults. socialization indicates times and places for the The business world is not considered a place where appropriate expression of feelings. Its helpful to be feelings can be expressed. Men see tears as a sign of clear enough to be able to make these choices. and weakness and consider anyone who cries as some- not to be so disconnected from our feelings that we one who is falling apart, and women save their tears are unaware of when we are behaving inappropri- for the Women's Room. atelyat the wrong time, to the wrong person. If we Other areas of the affective domainfear, affec- are disconnected, we avoid actions that would tion, angerare not much more acceptable, with frighten us; we don't take advantage of new situ- anger being a modest exception. But since for many ations; don't take risks; we avoid people who anger adults anger was ruled out as unacceptable so early, us or to whom we are attracted. And we often have it is very difficult even to recognize that feeling and little empathy for the feelings of others. to use it constructively. The NTL Institute. a 31-year-old training and con- sulting organization, has been offering opportunities *Summary of a presentation at the Conference on Current Con- for adults to become clear once again on the feelings cerns in Home Economics Education on April 17. 1978. they have and help them to learn how to express 2 17 these to oneself and to others. Also, NTL, through Selected Bibliography Relevant to Affective Education experiential learning, gives adults an opportunity to experience feelings (off-the-job) and to learn how to Alderfer, C. P. and Brown. L. D. Learning from Changing. integrate them with their thoughts and behaviors. Sage, 1975. Through a process of sharing one's reactions to Argyris. C. and Shon, D. A. Organizational Learning: A others' behaviors, NTL helps us to educate one an- Theory of Action Perspective. Addison Wesley. 1978. other on how clearly we communicate to each other what we wish toe.g., if in accepting an assignment Benne. K. I)., Bradford, L. P.. Gibb. J. R.. kind I,ippitt. R. D. we are scared, and that affects our performance, it The Laboratory Method of Changing and Learning. is important to share that. Or if I feel good when Science and Behavior. 1975. working with you, why not let you know? Bette !helm, B. The Uses of Enchantment. Knopf. 1977. Most of our early learning at home and at school is to disconnect us from the affective domain. Educa- Colman. A. D. and Bexton. W. H. Group Relations Reader. tion should be a chance to integrate ideas and feel- Associates Printing and Publishing. 1975. ings, and you have an opportunity to do that for McGregor. Douglas. Human Side of Enterprise. McGraw- those who will be the educators in the years ahead. Hill Book Company. Inc., 1960.

ti9

18 THE ACCOUNTABILITY MOVEMENT AND STUDENT NEEDS

J. Myron Atkin Dean. College of Education University of Illinois

My theme for this afternoon centers on account- the challenge. Then, the American public. as is its ability, but before reminding you of some of the pres- disconcerting habit, looked back a few years later sures that we as educators are facing in this arena. I and noted that we still have tremendous problems of would like to step back and try to examine some of racial prejudice in the United States. we still have the reasons why we are being subjected to demands pockets of grinding poverty, both in urban and rural by our masters in the community and by our legisla- areas. In some schools our youngsters are not learn- tors to do a more effective job than they see us doing ing some of what we consider basic as well as they with America's youth. While I am far from certain should. Youngsters are not being prepared, we are about the real reason why schools are coming under told. for careers the way they should be. Yet the special scrutiny today. there are at least several schools took the funds, even asked for the funds. to possibilities. My purpose in trying to mention some ameliorate some of these profound social problems. of these possibilities this afternoon is that as we re- So there was a sense of disappoinment bred of a per- spond to pressures from state legislatures for better ception of expectations unmet. Now you and I might "performance" in teacher education programs. it is discuss at some length whether or not the schools as useful to be knowledgeable about some of the rea- did or did not make a positive contribution in those sons for these pressures as it is to react intelligently areas. I.for one. would maintain that they did. to the particular form these pressures take. It is im- Nevertheless, for a variety of reasons. the public portant. I think, to try to respond to the spirit as well seems certain of the fact that there are expecta- as to the letter of the charges directed against us. tions, even responsibilities, that have been unmet. One area of concern, and it is a very general one. There is another line of reasoning. Schools are is that we are disturbed as a society by what we see seen and always have been seen. not as instruments in youth. We are disturbed by our crime rate: we are for social change but as instruments for conserva- disturbed by drug addiction; we are disturl ed by the tion of social values. As the schools assumed re- general malaise in the youth culture that is reflected sponsibility for solving major societal problems. they to us in the popular media. The reasoning goes that began to be seen by a large segment of the public as schools, after all, are a prime agency, if not the more suspect, as not reflecting the values of local prime agency. that reaches all young people (or communities. Rather they were using tax funds to almost all young people) and the schools should be change those local communities. This perception held to account for aspects or characteristics of damaged the credibility of the schools in the eyes of youth that we see as undesirable or even destructive a significant portion of the population, according to of the larger societal fabric. this line of reasoning. I think, personally, the evi- There is another school of thought. Schools have dence is impressive here. Several Americans and fallen short of our expectations. School people have some investigators from other countries have com- been the first to claim that they can play a major pleted important studies recently in looking at the role in helping this nation to address critical social relationship between the school and community. problems. When our critical social probl6m was They find. by and large. that schools are even more seen in the late 1950's and the early 1960's as edu- central to the social fabric in a given community cating enough bright youngsters so that we can move than we might have imagined. It is resented deeply ahead of the Russians in the space and defense race. when local schools are expected to reflect major schools were willing to take on the responsibility of changes to advance larger societal goals. Schools moving America ahead (and the money that went are seen by some people in local communities as with it) by training more scientists and engineers. striving for the wrong goals. And when the spotlight shifted a few years later to A paradox, perhaps: How do you advance the the distressing problems of racial bias in the United larger social good, such as integrating the races. States, schools claimed that they could make a con- and at the same time honor local community values? tribution here, too, if we gave them the money to do Itis this tension that we see in demonstrations so. Indeed the public gave the schools considerable against bussing in Boston and many other places. responsibility for helping to alleviate these prob- This tension has helped to damage the picture that lems. Whether it was "career education" or "back people have of the schools in the country. The rapid to the basics," or what have you, schools accepted growth of non-public schools for young children is 9 ti) 19 something that many of us question. Yet. if you honor the curriculum when a testing movement takes firm completely local values. local purposes forthe hold. Over time. the curriculum reflects the tests. schools, there is no question that you are advancing If certain subjects do not lend themselves to the racism and you are doing some other things that are kinds of testing models that are employed broadly. for the broader society unwise. those subjects tend to diminish in importance in the These are just some of the lines of thought that one curriculum. Not only that. but I would argue if I had detects. I am sure you detect others that might be be- the time that even in the areas in which the testing is hind the demands of the schools for a greater degree done. there is a troublesome narrowing effect on the of accountability. curriculum. There is a much more skeptical line of reasoning. I any a former science teacher. Some of the most Some of my colleagues say accountability pressures important understandings in the field of science are have little to do with any of this. but rather with the most difficult to test. The big ideas in science money. The country is in trouble economically. and suchasequilibrium,successive approximation. we are looking for ways to rationalize a reduction of randomness. and symmetry are extraordinarily educational expenditures. One way to rationalize re- sophisticated. Understanding is built up increment- duction of educational expenditures is to narrow the ally by seeing how these broad concepts operate in purview of the schools. The way to get schools to specific situations that arise in the laboratory, that focus on fewer things is to build up a strong account- arise in classroom discussions. or that arise outside ability movement stressing "basics." This is not the the school. Because we don't know how to test ade- first time in the history of the world that this has quately children's understanding of these broad happened. Go back to the last century in the United ideas (I make the assumption that there are similar Kingdom, to the payment-by-results movement that ideas in home economics for which we don't know took hold in Victorian Britain. Gladstone. the Prime how to test well). our curriculum narrows to the Minister. was helping the country seeits way elements with which we have most experience: basi- through the horrible economic aftermath of the Cri- cally testing for recall of specific factual informa- mean War. And so he said that schools should be tion. I do not mean to suggest that recall of specific supported to the degree that they helped children factual information is not important: it often is. But succeed in doing better on tests of reading. writing. most teachers of science argue that it is not the sole and arithmetic. Go back and read Matthew Arnold. aim of science teaching. who was an inspector of schools in Britain at the Furthermore. how do you pre-specify curriculum time. about the narrowing effect of that particular (to meet the demands of testing programs) without accountability movement on the curriculum of Brit- greatly limiting the latitude of the teacher to empha- ish schools. Matthew Arnold's views are as appro- size points that he or she thinks important when priate today as they were then. I think. in helping us those points arise? All of us know that some of the look with caution on some resultof an accountabil- most effective teaching goes on when unexpected ity movement that seems to start with the assump- and unplanned things happen. You and I might agree tion that educational expenditure be reduced. (I that it is important for 8- or 9-year-olds to learn think it is in the Kappa Delta Pi journal that Gene something about the importance of sportsmanship. Glass has a very brief piece on Matthew Arnold and Yet it is one thing to plan a lesson on sportsmanship. the results of that last. major round of accountabil- and it is quite another to take the opportunity of ity.) Some say we recently have been through a hor- some unexpected event in a classroom or on a play- rible war and our country is not in great shape eco- ground for a 2nd or 3rd grade teacher to teach the nomically. The doliar is plunging. Demographically same point. The same thing. exactly the same thing the number of youngsters is down. What we have to happens in scientific areas. When a youngster work- do is to find ways as legislators, in the various state ing with a mealworm comes across a certain prob- capitals. to reduce expenses. All of these are back- lem associated with investigating animal behavior. drop for the central question of how to reduce that is the time to emphasize that particular line of spending monies. thought. Highly-structured curricula with a sophisti- My purpose in detailing some of these contributing cated testing program tend to militate against this elements to the pressures we see now for greater kind of spontaneous opportunity and so. I submit. accountability is to encourage all of us to think about weaken the curriculum. what people mean as well as what they say when We have seen the effect of this influence for years. they criticize the schools. Maybe we can respond in In teacher education. the form that it has taken is a responsible way. The pressures for accountability the so-called competency-based or performance- take many forms. In Michigan. they are trying to based teacher education program that enjoyed quite assure that in a specified set of subjects children are a flurry of attention a few years ago. The movement. achieving at certain levels on statewide examina- as you well know. affects the home economics field tions. These examinations are not offered in all as well as my own. The object is to list the compe- fields. We know a great deal about what happens to tencies. or. to use an earlier term. the behavioral 9 20 objectives. that the curriculum is expected to pro- who control our budgets. But I am not so sure. There mote and then build a program that reflects those are maw; ways that each of us gains information. activities students need to develop the presperified Quantitative data from research is but one way. I behaviors. The problem is: Do we know more than don't %vant to he understood as having said such we know how to describe? data are not important in helping us and helping I do think we have to be accountable to ourselves. others to understand how well children are doing in and we have to he accountable to the public. But one school. but I do submit that there are other ways to troublesome aspect about the form the, account- help people to understand; Ithink that there are ability movement is taking in education today. is other ways to make boards of education, state legis- that. like so many other things, itis becoming an lators, and federal legislators, comprehend what we initiative of the government. Government doesn't dn. As I listen to "education talk" by my representa- discriminate well if one values local differences. tives in the State legislature. I am impressed by the Governmentisnotfinely tuned tothe specific frequency with which they use personal anecdotes. strengths of a particular third grade teacher.It Something has happened to their children they want tends to treat everyone the same. While my vision is YOU to know. Something happened to the children of no clearer than that of most people on this topic. I a relative that disturbs them. They heard a story think we need to concern ourselves, more perhaps from a school principal. Personal anecdotes for than we have as a profession. about the kind of these men and women can be powerful molders of activities we would foster among ourselves in order. public opinion in my view. If I have any suggestion to first, to be accountable to ourselves and then to try offer this afternoon, it is that in addition to inform- to help the communities of legislators, and the public ing our public through quantitative data. through at large. understand the ways in which we are survey research. about what we are doing in the taking our responsibilities seriously. I don't know all schools, we also learn how to use the highly individ- the ways people in the home economics education ualistic story. It often is more powerful than trying field help one another, but my model of accountabil- to describe everything that is going on. If you can tell ity is based in part on meetings like this one. We are the story of one child. and what happened to that convened as a voluntary association of knowledge- child. in a given classroom. what a certain teacher able people talking about the kinds of practices. the did. you might have influence beyond your expecta- kinds of standards, that we hope to strive for in im- tions. This week the holocaust is being portrayed on proving practice. Attendance at a professional meet- television. The producers in three or four evenings ing represents time freely given in order to improve are trying to cover everything. I can't help but feel one's self. The general public, I think. should know that one or two instances, well presented, might con- more about what motivates people to engage in this vey a more revealing picture. We often can do better kind of activity and what the public benefits are. We in portraying events by particularizing. need also to be more articulate with ourselves and Try it as you talk with your board members. Try with others. lest people fear. and I am afraid they talking about individual children and what is hap- do, that we are not taking our responsibilities seri- pening to them. partly as the result of your teaching. ously. I think it is an important way to tell a story. (Hazel When they have this perception. we fall into Spitze does it all the time in helping to educate me terminology like accountability rather than responsi- about the Home Economics Education Division and bility. It is not an insignificant difference. Account- the Department of Vocational and Technical Educa- ability is a term drawn from bookkeeping. It reflects tion in the College of Education at the University of the kind of mentality that suggests one must keep Illinois.) What is this one doing? What is that one careful records of what people are doing. partly be- doing? My assumption. and I suppose it will be my cause they are not to be trusted. The words we concluding point, is that if you are helping people to choose to describe what we are doing are seldom understand a particularized event you are probably accidental. They almost always have some hidden or reflecting more of the breadth of your own profes- not-so-hidden meaning. "Accountability"implies sional judgment than if you are giving them abstract lack of trust. I guess I would like to help devise ap- summaries. (I'll soften that a bit and not say that proaches that are clever enough to demonstrate to individual portrayals should substitute for more concerned citizens the seriousness with which we abstract reports. but rather supplement them.) Com- take our professional responsibilities and at the plement your survey data about enrollments and same time to show the effectiveness of what we are grades and curriculum topics with stories of what doing. I think we have much to learn. One reason we specific youngsters are doing. To become account- may have fallen as heavily as we have into a testing able, let's try to use what influence we have so that pattern to demonstrate our accountability is that we our accountability attempts are based as much as are persuaded that scores on tests tell us a great possible on the full range of our professional judg- deal. and that we can improve them. Test scores are ment and belief. thought to be a powerful persuader of the people

21 THE NIE EVALUATION OF CONSUMER AND HOMEMAKING EDUCATION

Aleene A. Cross Head. Home Economics Education University of Georgia

The review and evaluation of Consumer and The final reports are to be ready for submission to Homemaking Education by the National Institute of Congress by Fall 1981. Home Economics Education Education has generated an enormous amount of will be evaluated in each of the first three studies as interest and a certain degree of apprehension. a component of Vocational Education whereas the There has been considerable discussion among lead- fourth study is especially focused on consumer and ers in Vocational Home Economics Education and homemaking education. perhaps needed changes in programs made. A major advantage of any evaluative process is the oppor- Involvement of Home Economists tunity to take a close look at existing conditions and "to get your house in order." I am convinced that The professional organizations (American Voca- Consumer and Homemaking Education will profit in tional Association, American Home Economics Asso- every way by the NIE review and evaluation. Person- ciation, and Home Economics Education Association) ally, I believe the findings of the studies will be posi- and the Program Specialist for Vocational Home tive and will provide data that has long been needed Economics Education in the U.S. Office of Education by the Congress. Furthermore, I believe that before have from the beginning made suggestions and had 1982 we will eliminate the non-essentials in our pro- open communication with personnel in the National grams and stress the essential skills needed by both Institute of Education. For this privilege we owe male and female homemakers. It is in this optimistic thanks to Lois-ellin Datta and to others who work context tl at I will review first the Congressional with her. mandates for the evaluation, the involvement of The annual convention of AVA in December 1976 Home Economists in the process, the proposed study which was held in Houston gave those of us present projects, and the five position papers. an opportunity to discuss the recently passed law including the evaluation component. Dr. Corinne The Congressional Mandates Rieder of NIE came and spoke to the Home Econom- ics Division about the evaluation of Vocational Edu- Public Law 94-482, which is more commonly cation and suggested that a liaison person from the known as the Amendments of 1976, designates that Division be appointed. Dr. Camille Bell who was the NIE shall conduct a study of vocational education. Vice President of AVA for Home Economics asked The law reads, "the Institute shall undertake a thor- me to serve as the liaison without knowing that I ough evaluation and study of vocational education already knew Dr. Rieder and Dr. Lois-ellin Datta programs. including such programs conducted by through another NIE/Vocational Education activity. the States, and such programs conducted under the My first activity as liaison was to arrange a meet- 1-Twar....lional Education Act of 1963. and other related ing in February with Dr. Datta to discuss how we programs conducted under the Comprehensive Em- might be of assistance. She suggested that we submit ployment and Training Act of 1973 and by the State names for the technical committee, the overall ad- Post-Secondary Commissions authorized by the Edu- visory group, and for authors of position papers. She cation Amendments of 1972." also indicated the need for studies and curriculum The four studies that will be conducted as a result material. Camille Bell, Janet Latham, and Bertha of this Congressional directive are: King went with me to talk to Dr. Datta. AHEA had a I. Distribution of Vocational Education Funds similar meeting and also had opportunity to make II. Compliance with the Applicable Laws of the suggestions. The four of us who had talked with Dr. United States Datta narrowed a list of suggested persons compiled III. Means of Assessing Program Quality and at a Kansas City meeting to the number that had Effectiveness been requested. These names with addresses and IV. Review and Evaluation of Consumer and titles were typed in my office and sent to NIE. Homemaking Education Programs A letter was sent in May to all state supervisors of

22 consumer and homemaking education requesting The studies proposed for Consumer and Home- them to send curriculum and other materials to Dr. making Education examine (1) the extent to which Dattn. The result was excellent and indicated to NIE C&H programs are responsive to the requirements not only the quantity and quality of materials but and intent of Federal legislation: and (2) the results also a willingness to he of assistance. A request of participation in C&HE programs for the learners. went to selected teacher educators for copies of re- The findings of these studies, together with esti- search that evaluated program effectiveness. Al- mates of learner needs. will form the basis for though I think we teacher educators were as willing recommendations for improving and redirecting as the state supervisors. unfortunately we did not federally-funded C&HE programs. have as much to share. Last August Dr. Delta indi- These objectives are consistent with Section 523 cated a need for suggested sites to visit, and as a re- (h) (1) which states that the study to be undertaken sultI wrote a selected number of state supervisors by the NIE "shall include... (F) a review and evalu- asking them to write Dr. Datta describing possible ation of the effectiveness of programs funded under sites. Without exception. they responded. subpart 5 of Part A . and...make recommenda- The five position papers were prepared by Ruth tion for the redirection and the improvement of pro- Hughes of Iowa State University. Diane Fassett of grams at all levels funded under such subpart." the National Association of Future Homemakers of Inquiries to be pursued will focus on the adminis- America. Elizabeth Simpson of the University of tration of C&HE programs at Federal. state, and Wisconsin-Madison. Aleene Cross of the University local levels: on the correspondence between what is of Georgia. and the Research and Development Unit happening in the classroom and the intent of Federal oftheArne. Home Economics Association. legislation: and on the learners actually being served These will he printed by NIE and will probably he under the law. Findings from these inquiries will available in the Fall. have implications for other parts of the study and, in Elizabeth Simpson is the Home Economist on the turn. he enriched by the research on the distribution overall advisory group. The technical committee for of funds, compliance, and the means of assessing consumer and homemaking education consists of the program quality and effectiveness. home economics educators (Aleene Cross. Mary The studies that NIE proposes to conduct include: Kievit.Janet Latham. Gwendolyn Newkirk. and An examination of what the Federal government Twyla Shear), a state director, and a specialist in does in fulfilling its responsibilities for review. childhood and early adolescence. This group has re- monitoring. and leadership in C&HE, and of how acted to the study proposal by mail and telephone as and why Federal administration for C&HE has well as in a two-day conference. Personally. I think changed over time: our reactions have greatly influenced the study. We Analyses of how well the states carry out their will he involved, probably at a meeting in June. with management, leadership. and review functions in the researchers who are awarded contracts. NIE relation to the C&HE programs. with special refer- plans to utilize the technical committee on a continu- ence to the contributions of their Advisory Coun- ing basis to assure excellence and appropriateness cils on Vocational Education. the work of perti- of the research procedures. nent state administrative personnel, and the allo- The NIE staff has attended several national meet- cation of funds to ancillary services intended to ings. Dr. Datta spoke at a meeting called by USOE in assure excellence and innovation; Fort Worth. Dr. Marion Minot reported activities to A study of C&HE classes in a sample of schools de- date at AVA in Atlantic City. Both have met twice signed to provide information on who is being with the Vocational Home Economics Coalition of taught, what is being taught in terms of learner AHEA. AVA. and HEEA. Pilot site visits have been needs. effectiveness of curricular and classroom made in five states. teaching. and of the ways in which functions of Those of us inthe field have influenced the management. review, and leadership are carried process and I believe will continue to have oppor- out locally: tunity for involvement. A study of the impact of C&HE programs intended to develop consumer and parenting skills upon The Proposed Study Projects three groups of learners: young adolescents. school-age parents. and adults in economically The Plan for the Study of Vocational Education is depressed areas: and designed toresult not only in the four specific An inquiry into the skills. information, and under- studies but also in two products which are (1) a de- standing that individuals will need to act as intel- scription of the vocational education enterprise ligent consumers and competent homemakers in nationally"a fact book." and (2) a systematic ac- the future, and into the sources and quality of in- count of the changes in vocational education that formation on consumer and homemaking functions can he attributed to the Education Amendments Act available to different groups of people. of 1976. The findings of these several studies and inquiries

() 23 will provide the basis for suggestions on "the 111- most programs being offered are come' limonite directiun and improvement- of (mil,: programs and the expectations expressed in Feil,I;11 legisla- also help answer questions that have been raised tion regarding the content and availability or coo- about the purposes, location, uses, and level of Fed- sump and homemaking education. eral support. Censiderahle Federal support has gone into A recurrent question is whether federally-funded delivery system for Cgd IE. Federal funds have been C&HE programs provide a distinctive end needed used to help develop college programs for training functioninthe educational system, and,ifso, educators in home economics, human ecology, and whether this should be accomplished through voca- family life. They have helped purchase facilities and tional education legislation. Embedded in this policy equipment. Federal funds have supported curricu- issue are a number of questions. such as: What lum development and the acquisition of technical would be the consequences for C&FIE, if Federal competence in curriculum preparation. They have vocational education funds were no longer availa- sustained supervisory and C&lIE ble? What would the consequences be if the provi- organizations at the stale level and, within some sions in subpart 5 were modified with respect to states. regional C&IIE administrative and technical purposes. who should be served. and levels of fund- assistance systems. In some school districts, C &I-IE ing? supervisors are supported through Federal funds There is no doubt about the intentions of the law. and the costs of some classes are funded with Fed- The content of federally-funded programs is to be eral money. Federal funds have also been invested shaped by current national and local economic. in exemplary and innovative programs intended to social, and cultural conditions and needs, including he at the leading edge in providing services essential the need to prepare men and women for the dual for improving the quality of homemaking and con- roles of homemaker and wage earner. The programs sumer skills. Finding out how responsive this de- are to be available to a wide spectrum of the popula- livery system for consumer and homemaking education. but especially to those who might be expected tion is. in fact, is the starting point for the "review to know the least about consumer and homemaking and evaluation" of C&HE programs called for by the functions and be more vulnerable to the costs of Congress. imprudent consumer decisions or incompetent home- The primary objectives of the studies proposed, making. The programs are expected to contribute to therefore. are to find out about (1) system respon- improving the quality of home environments, family siveness in terms of who participates, what is being life, and consumer decisions. Finally-. through the taught. and the innovativeness of programs; (2) the ancillary services made available forall home- effects of participating in the programs measured by making education programs, Federal funds are ex- the acquisition of consumer and homemaking knowl- pected to have catalytic effects in improving the edge, skills, and abilities; and (3) the character of appropriateness and excellence of non-federally and needs for such knowledge. skills. and abilities in funded C&HE programs. the future. These intentions are broadly consistent with the mission of Federal support for C&HE since 1917. These objectives will be addressed through five Nevertheless. knowledge about enrollments in these projects: (1) an examination of the Federal-State programs is partial and inadequate. Even less is management, review. and administration of C&HE known about the content of the programs. Virtually programs. to be completed by December. 1980; (2) a nothing is known on a national level about the bene- study of who is being served with what kind of pro- fits accruing to those who participate in them. The grams in a sample of local C&HE programs at the most recent national study of C&HE secondary secondary. post-secondary, and adult levels. to be school programs was conducted in 1959 and pub- completed by June. 1981; (3) an evaluation of the lished in 1962 (Coon. 1962). States have interpreted short-term effects of participation in parenting edu- accountability requirements as applying to occupa- cation and consumer education programs for young tional programs providing labor market skills and. adolescents, school-age parents, and adults living in consequently. have not routinely collected informa- economically depressed areas. due by June, 1981; tion on the consequences of participating in C&HE (4) a study projecting what people from different programs. One result of this situation is that there is groups will need to know in 1982 and beyond in no way of contrasting the disparate view of C&HE order to be intelligent consumers and competent programs and their worth with objective and nation- homemakers, to be completed by June, 1980; and ally representative data about their content and (5) an investigation into how different groups of effects. And the perceptions vary greatly. Some people currently acquire consumer and homemaking people believe that the programs consist of courses information, skills, and abilities from sources other in which girls make brownies and aprons, but do not than C&HE programs, to be completed by June. 1981. acquire the skills needed for fulfilling the dual role This section is quoted from A Plon for the Study of of homemaker and wage earner. Others believe that Vocational Education which was transmitted to Con- 24 31 gross by the NationalInstitute()I'Educiitionon "For 111(1 HA() or ()Nimizo(1 looming ()I' relin hie in- l/ocember :it), 1977. formotion and the opportunity II) explore problems in appropriate depth (depending en the Ns uliness The Position Papers the learner), suchrnitu progrions belling in the Schou!. Related programs and activities must ex- The five commissioned papers will he utilized by tend into the community and into !mines." the researchers who are awarded the study con- "There should he one Home Economics program tracts and have been helpful to NIE in designing the in the schools and 'outreach.' It has severi facets, plan for the review and evaluation of Consumer and the two major ones concerned with (1) education for Homemaking Education. I have selected quotes from individual development and home and family life, in- each of these papers to share in this presentation. cluding homemaking and consumer education and Each author chose a topic from those suggested by (2) education fur paid employment. NIE. "Most knowledges and skills needed fur home- Legislation for Consumer earl Hornotniiking Educe- making are ids() needed inrelated employment Hon: Socha Implications was the topic chosen by There is some research to back up this state- Elizabeth I. Simpson. Excerpts have been selected ment. These commonalities suggest curriculum and from the summaries of the six parts. program direction for the early years of home eco- "Social services for families should have closer nomics which ought to he supported through legisla- ties with educational programs in consumer and tion rather than blocked. homemaking education. Such linkages are encour- "All home economics programs should be perme- aged by the Consumer and Homemaking Education ated by concern for underlying values and goals. section of the Education Amendments of 1976. In Problem-solving procedwes should he emphasized. particular, outreach activities and programs should "All home economics programs should reflect re- coordinate with and serve to complement the work spect for individuals and families as a basic value. of relevant social agencies. Educational programs in In employment-oriented programs, ethical values re- such areas as parenting and nutrition might reduce latedtooccupationalchoice and performance the work load of overburdened social agencies. For should be included as content." example. the 'school-age parent' programs run by The title of the paper written by Ruth P. Hughes home economics teachers in some cities might be ex- was Consumer and Homemaking Education Today pected to impact in this way and to gain effective- An Analysis. Statements from the summaries of the ness through linkages with the agencies." four sections follow. "Home Economics is the major delivery system for "The context in which consumer and homemaking education for home and family life. It is the only field education exists accounts for the major controver- of study that focuses on all aspects of family well- sies which surround the program. The genesis of the being. controversies is the origin of vocational home eco- "Its programs are not only in the schools but also nomics: from the field of home economics, from its in the outreach of the Home Economics Extension status as one of the vocational education areas, and Service. A closer working relationship between from the issues and pressures which surround all of school and extension people is desirable and, in- education today. For a variety of reasons, people in deed, is being achieved. high positions do not understand the depth and "Manybusinessesemployhomeeconomics breadth of home economics and as a consequence trained persons for their expertise in consumer edu- permit other subject areas to usurp its content and cation. Home economists also work in the communi- its students. The issues in consumer and home- cations media, in social service agencies, and in making education are complicated by the women's group care situations. movement, by Title IX, and by mandates for reduc- "Cooperation among the trained persons in all of tion of sex stereotyping in education. There is no these settings enhances opportunity for individuals real inconsistency, and although in the long run con- to learn the knowledge, skills. and attitudes needed sumer and homemaking programs should prosper, for family well-being." there are short run concerns. "Education for home and family life, including "Enrollment in consumer and homemaking pro- consumer education, must be realistic in terms of grams is at an acceptable level for females but in- the real needs of families. It should be based on cludes far too few male students. Consumer and carefully considered values which give direction homemaking programs serve large numbers of dis- and substance. It must be accommodative to new advantaged and handicapped, and the limited en- needs as they arise in response to changing social rollment data available suggest that this is appropri- conditions. ate and probably should be supported further." "Education for home and family life is education "Education for parenthood will not wipe out teen- for both sexes and for all stages of the family life age pregnancies, but it can be one effort in aware- cycle, each with its special problems and needs. ness. Certainly it can he a factor in reduction of

25 abuse and in improved cegnitive, ynr.inl, and physi- Perhaps n reason that permeates legislative cal development of the child. and the classification of eccuplitios is the tradi- "Proptiration for managing the work of the home tional concept (if work don() at home. Societal atti- and outside employment can be addressed very spe- tudes appear to be changing with increasing n- cifically, from the decision to IHH111(3 1111111 11113ti, to bers of men assuming responsibility for household teChIll(1110H for combining successfully, to evaluation tiAH IH vlI as care ()I' children, Furthermore, n of consequences. majority of social andto problems are Inane "Roles and responsibilities of consumers is a re- based and recognition is being made of the impact curring a rea of concern. included are net only the parents have on both the present and future lives of traditional aspects of resource allocation but an children. The phrase 'just a homemaker' isalmost advocacy role as well. passe. "Impact on families of social welfare policies be- "A rationale has been builtfor the monetary longs in the curriculum as a coping skill, as an advo- worth of the services performed by hemeakors. cacy position, or both. Day ca re centers, welfare Now that husbands are assuming additional Iane- payments, health care delivery and school lunch making responsibilities, more services are being programs are illustrative of policies for study and purchased from commercial agencies, insurance action. companies are paying for the value of services of a "Nutrition education has components as diverse deceased wife and mother, and economists are ex- as determination of adequacy of diet and analysis of pressing awareness that the GNP would profit by TV 'messages' on children's programs. Since evi- adding the dollar value of household work, home- dence suggests that it may not be the nutrition facts making may soon be declared an occupation. The as much as attitude that require attention of educa- monetary value of the household work clone by a full- tors, experiential learning may be effective." time homemaker with several children can exceed Assessment of Consumer and Homemaking Educa- the take-home pay of her husband. The monetary tion was the title chosen by Aleene Cross. Selected value of a husband and wife who are both employed statements from the three sections follow. and share the work of the home may equal combined "Many of the socio-economic conditions that exist take-home pay of both. today did so in 1917. Certainly there were families "If national assessment of effectiveness includes with extremely low incomes as there were teenage as criteria the competencies needed by the home- parents, single parents, working mothers, the elder- maker. the results would point to homemaking as an ly, the handicapped homemaker, and institutional occupation and could be so presented in the report inmates. Perhaps society today is more aware of the to Congress and subsequently to the vocational edu- needs of these persons as well as the large number cation community. One decided advantage that who are in these categories. Certainly consumer and could result from the national assessment of con- homemaking education can and should serve these sumer and homemaking is that Congress would de- various target groups through either secondary and clare homemaking an occupation." post-secondary programs and/or special classes." Future Homemakers of America was prepared by "If the major purpose of consumer and home- Diane Fassett. Excerpts from the paper are included making programs is preparation for the occupation in the following paragraphs. of homemaker, then the competencies needed should "Future Homemakers of America methods of be a basis for determining effectiveness. These com- achieving its goals are based upon the integration of petencies would apply to a more or lesser degree its programs and projects with home economics whether the clientele were teenagers or adults, men classroom experience and coverage; trust in the or women, and whether they were teenage parents. capacity of youth to provide effective, responsible singleparents, working mothers, young home- leadership; faith in the ability of youth to set is own makers, aging persons, handicapped, or disadvan- priorities and take action for goal achievement; and taged. fidelity to the proven value of peer education." "Those competencies that seem most essential in "The family is the most important unit of society terms of current socio-economic conditions are and a place where much training for life takes place parenting, maintaining interpersonal relationships, good or bad. With an increasingly complex soci- developing copingskills, managing financial re- ety, education for family life is too important to be sources, and meeting nutritional needsof the left to chance. Vocational Home Economics plays a family." vital role in educating young men and women to be "An issue in vocational education since 1917 has productive members of their family and society." been the inclusion of home economics (consumer and "Future Homemakers of America is a strong link homemaking). The basic reason for not including has in tying vocational home economics education to the been that a paycheck is not attached. Another rea- individual, the family, the school, the great variety son has been the exclusion of the occupation of of community organizations and the greater world homemaking ffom the Dictionary of Occupational society. It is a viable force, and legislation is the

26 vehicle that will provide the thrust necessary to ex- (a) tho inclusion of a definition ril' consumer and pand this vital area el' Vocational Education," homerrulking education in the vouritionid (Ou- Inlerrelolionships Among So locIod Asimc1s of r:idiot) legislation Hoo Economics mid Vocolionol Educe lion was (I)) increased categoricul funding (a colimillior developed by Gladys Vaughn, Hosotta Robinson, and mid homemaking education ($40,994,000 is not Marsha Turner of the American Ilona) Economics enough) Association staff. The summary is included in this (c)Itrecognition of the contrilnition of holm,- paper. ma king in the Gross National Product rho interrelationship a Immo economics and (d) an elimination of sox storootyping in all edu- vocational oducation, begun in the early 1900's, is cational and occupational programs becoming more evident with each now passage of (o) an inclusion of Future I lomornakors of Amer- legislation. The 1976 Education Amendments pro- ica in the language of consumer and humo- vide even grouter opportunities for consumer and making oducation legislation as the major homemaking education to address national concerns home economics youth program and encourage the participationof males and ( f)grimier funding for training to update con- females in home economics classes. sumer and homemaking education teachers "Congress recognized that home economics, with and supervisors itsinterdisciplinary focus on families, was best (g) integration of the sex equity education pro- equipped to respond to the social and economic gram into the state vocational education pro- changes facing families today, and hence, stipulated gram." that funds authorized under subpart 2 were to be The summary statements for these commissioned used for home economics programs. papers are the themes that seemed to run through "The consumer and homemaking education pro- the positions taken by the authors. gram is not only capable of preparing youths and Home Economics is unique because unlike other adults for their joint responsibilities as wage earn- subject matter fields, it has as a focus the well ers and family members, but is also capable of pro- being of the family and of individuals. viding service to the community. It is one of the more Consumer and homemaking education is voca- important vocational education programs, because tional in that the major purpose is to prepare both it helps individuals develop successful personal re- males and females for the occupation of home- lationships as well as successful job skills. makers. "Working women need home economics to learn Consumer andhomemaking education has through- how to manage their time more effectively, adoles- out the year addressed current socio-economic cents need home economics to learn about parent- concerns. ing, young mothers need home economics to learn The competencies needed by a homemaker should about child development, men need home economics be the major basis for vocational consumer and to learn about adult and family living, the semi- homemaking curriculum. skilled and unemployed youth need home economics Future Homemakers of America is an integral to help them upgrade their skills, and children need part of the consumer and homemaking education home economics to learn about good nutrition. curriculum and contributes to the goals of tin "Many of today's societal issues have implications total program. for consumer and homemaking education: the image Alternate delivery programs for consumer and of the homemaker, paid vs. unpaid work, single homemaking complement rather than compete parents, displaced homemakers, etc. with vocational programs. "In AHEA's view, the following reforms would The school-based program of vocational consumer enhance the consumer and homemaking education and homemaking is the only continuous and con- program: trolled delivery system available to most persons.

34 27 PROFESSIONAL ROOTS: FOUNDATIONS FOR THE FUTURE

Mu ry Ituth Swope Dean, School of Homo Economics Eastern Illinois University Introductory Statement and Basic Assumptions fossion we servo. I am excited about sharing them with you. With this introduction, I am ready to develop the This is a speech which I have meditated into exist- subject, "Professional Roots: Foundations for Build- ence rather than researched and written. Let me ex- ing the Future." plain. I mean that I deliberately stayed out of books, journals, and magazines for the basic ideas that Our Professional Roots make up the framework of this address. I built the skeleton out of a lifetime of living, and of working in Professions have some characteristics that can be the field of home economics in our social system. likened to trees. Parts of them are above the surface Once the matrix was finished, I then sought help and visible for all to see. At the same time, part of from outside authoritative sources in putting what I them (actually the most important part) is below the consider to be the muscle on the bones I had fit to- surfacecomposed of a very complex and intricate gether. root system. The quality and depth of the roots of Ideas presented for your consideration have been any profession play a very important part in the gleaned from a number of different fields--espe- vitality and longevity of the branches and leaves of cially social psychology, behavioral psychology, reli- the tree which appear above the ground and impact gion and philosophy. They will be mainly focused on on people. the future of our profession. This analogy can be carried further. Every profes- In doing this,I am making some basic assump- sional who graduates from a program in a given tions: My beliefs about home economics are well- field, whether s/he has ever thought of it or not, is a defined. I know exactly how I feel about our profes- "grafted-in" limb, leaf or twig to the root system sion. I believe we have great potential for always that established that profession. being a viable force in our world. In fact, I believe We home economists are grafted-in to the root sys- that if we were to be wiped out by some political tem that was formally launched in 1909 at Lake stroke or other force, home economics subject Placid, New York. Our professional tree now visible matter would rise again in much the same form. It to this generation is the result of individuals be- will always be needed; that is my belief. coming partakers of the nutrients furnished us by I see clearly some ways we can both expand and the depth and breadth of the home economics root improve our contributions. Like all of you. I have my system. favorite predilections which I both defend and want You are aware of the fact that the main limbs and to propagate. These will become evident in my re- branches of the home economics tree, the part that marks today. is visible, come in many different sizes and shapes. I am assuming that it will be difficult for me to We perform a number of very different functions. both share my beliefs and to clearly develop my But everyone knows us by our fruits. This has been dreams for our future in just forty short minutes. illustrated in the cleverly drawn figures done by my There will be a chance for misunderstanding. assistant for this semester, Dr. Coby Simerly, whose I also assume from the beginning that not all of husband Bob (incidentally) is our Conference Di- you will agree with my ideas even if you understand rector. them perfectly. In fact, there may be strong dis- The professional tree we are building for you in agreement. That's good. Nonetheless, Ifeel com- the figure is not meant to be a finished and perfect pletely free to expose myself on the deepest level product. Our home economics subject-matter areas and to be assertive in doing so. are too numerous, diverse, and complex to make I have great confidence in my ideas of how to feasible the inclusion here of every facet of all of strengthen ourselves as persons and. therefore, to them. But you will see the point as we build our strengthen our individual contributions to the pro- model.

28 In reviewing the Procoodings the hike Plocid Omieronces on Homo Economics, 10, Iiii)1)-1001),I CHUtiny with tismuronce thlit our field ()I' study wits built on a wide rouge well-nstoblished licadeniic fields. Homo economics hos its roots in kith the Arts and Sciences (Figure I). Among thu first statements to identify one of Our reels Wes 111x1 MI1(10 by MOWDewey, outlier of Ho) Dewey Decimal System for librories, Ito spoke (in Tuesdny morning, July 3, IMO ut the Second hike Placid Conference. Ile said, "This is a distinctly sociologic ago and home economics is coming to the front as a part of sociology."' Ellen H. Richards followed Mr, Downy's statement

with an application of it when she said, ". .. (Our) aim should be to develop in a child power to be used over his own environment, his food, clothing and shelter."' One page later in the same Proceedings, Abby Marlatt told of the work she was doing in home economics on first aid. She said, "The natural correlation is with physiology and English." The next para- graph says, "In the second year (of our program), after 10 weeks in physics and 20 weeks in general chemistry, the pupil begins the work of science FIGURE 1 applied to cooking and cleaning...." In the third perceive ourselves as being able to make a signifi- year, "The science of nutrition ... isstudied and is cant contribution to the solving of the problems correlatedwithorganicchemistry,physiology, which seem to be chipping away at the roots of our English, and physics."' families? Whatever your answer, I agree with Mr. In the pages immediately following, we see that Dewey's statement that those who work to strength- art, drawing, architecture, economics, biology, pub- en family life are on the very threshold of the foun- lic health, psychology, botany and many other fields dations of life and society itself. were named specifically as the basis for the develop- Isabel Hyams of Boston said in 1900, "The family ment of courses, projects and programs in "domestic is the miniature world and its problems are the same arts, domestic science and home economics." that must be solved in the great world. If the chil- It would be easy to spend the remainder of my dren could form their ideals and standards of living forty assigned minutes developing this one idea in the early years under the right influence, one that of the professional roots from which we came. would need to have no fear for the future."' This is But I must hurry on. exactly what I believe and is why I have devoted my I want to include here a few more quotes from the whole life to our profession. Lake Placid Proceedings just to show you how "or Pioneers in home economics were unified in be- target" our founders were in dealing with problemF lieving that the organic interdependence of all the of their society. I include these statements in my work they were doing was the belief that the home is address because of my own prejudice that what they the basic unit of society and that to raise the stand- saw as being needed is what is still our greatest ard of living and of life in the home is to elevate the need in today's worldnot only in America but whole social system. They saw the new study of around the globe. home economics as an integral part of the general Melvil Dewey said, "Those who can make the scheme of education and Henrietta Goodrich of home all it should be will get nearer the foundations Boston put it this way, ". ..(Home Economics) is not of life than even teachers, ministers and editors.'" an excrescence. a something to be superimposed. Do you think home economics educators and other but a subject to be given front rank in our school cur- home economists today feel that way? Do we think riculum.... At any point in the school system, our American homes are all they should be? If not, do we problem is always this: how much of home economics can we give to this pupil. so relating it to his ex- 'Lake Placid Conference on Home Economics Proceedings. Vols. perience and limiting it to fit his development that it 1-10.1889-1908 (Washington. D.C.: American Home Economics). shall become an organic part of his equipment for p. 13. life?'" p. 15. 'Ibid.. p. 18. p. 4. "Ibid.. pp. 26 and 27. 36 29 kiHim will gentlemen, thisIsisirhnrilul,n in 1111111nI'V hrnnr.heli, n111)1'111141 InIlin nunthnr

1)110 Thorio 11 141 501111) (11 111(1 111)1)111 idnerl 111111 hnuiune of ilrudtunlnl+in thil mini. ml: ) Ihn prorotiffinnill11)111H en whit llhut funndnrn and childdm/111111)1mm! 1'111110v 11111, futuregoneretions el' home ecenissists !sive Imill (AI and our study. nyinin !mindno t,rntln111n urn: inititroiniot Our Prorussiumil Tree (.2) (A)nil and (I) 1 Min I demi our geneelegicul tree leek like tidily? r1111111111111.Wit gent It) Whirl kind of n hots grown Irian those Vill'il)111 1)1'11111111Mhu11rthlT11111111 1.111ii 11111V prefessiemil reek? Whet lectors hove onshined le 111111111ifild With 1110 Link" which 1)111'n. shone il? A 1.1111111'SurnH00(11111figure 2. 111111111irVilllfnclnr FOCI'Snn thefillIlliV. f FORCES THAT SHAPED US

1. OUR ROOT SYSTEM 2. INDIVIDUAL STUDY AND EXPERIENCE 3. OUR BELIEFS 4. OUR RESOURCES 5. EXTERNAL FORCES

FIGURE 2

This tree, which represents our profession today, is the outcome of our academic root system working in cooperation and conjunction with our predeces- sorsthe people who founded it, nurtured it, developed it and built upon the foundations. Our professional tree represents the sum total of what all of us have studied and experienced, combined with the sum total of our beliefs and our resources, plus the influences and effects of external forces at work in our society. Figure 3 visually represents our tree.

FIGURE 4

The Future of Our Profession Now. what about the future? What can we say with certainty? Is our world winding down as some suggest? What forces will be operating to shape our destiny? What things in the future might be different? What might remain the same? How can we. as home economists, positively influence future conditions and adjust to circumstances so as to make a positive contribution to our future worldregard- less of what it becomes? You know very well thatI cannot answer these questions. Neither can you. Neither can the corporate body in this room nor in any other room or com- bination of rooms. In my estimation, we live to very precarious life. We live in the most exciting vet awe- some time in the history of mankind. We probably face the greatest challenges of any single generation of people. Our own Dr. Kinsey Green in the February 1978 AHEA Action listed twenty-two future societal prob- 30 3';' 111111S111111S1111 leek kVi 11 ill tell families, 4iheI Mot Oil ',Ire;,; on million!, of us. II will lilt von. ite111111 I ha( lItit Whitler It177 issue sit Tate hileved in whirls there kV1! IIII1 I With 11111111p 11,it It til Iter 110,11 kynli

%vas it list 111 long; -hirm !incanted Holden's"proli I. The r11111.(11 ie. nn isc,tilittioli in both Ih1 to1111 lents 111111 could heroine inetOr Ile 111' and itrimed the world will lict oleo mole olid mole I itWill I I Vitiltiut 1,1111111 111 There NNW h1 a real struggle hew olio Ow f1IIIV Iliv twhnl hilitro 1)) I Om w %v litioral and conservative brandies \Ohio 1111 ditir(11 I %v e i t i lI I 11, I partial list. 11111 melds and morals of mew 1 monlion this lie Atttill Testament prophet told us lilidro,k( ul cause itwill have great impact (us families.II has Years ago it,;(trtly what 'hillier kvr(1111 inIII/I) in his already begun, lie intensity of 111111111p;10,illits halal( Shocknamely: estimation, will he something never before 11per., 1.IA'e con eNpoct cleutge to doable inIt time eared to the dmiret, IMoall wit !ijoro What kind of changes might doithle in hall lime? The the founding of our country. explosion of knowledge. The population 111)11)sieit. The profession el home economics will he right in

An increase in crime and violence around the the middle of this struggle. I foresee that some day 1)11i111111V11 till1110 nor Al IVA I louse of 1 lelmsties %kali support or reject have HMO In C1)1111111110 1111 IIII1!;111)11Iall of VI)II are resolutions 111111 for some will he morally kvrtIng and iill'Ilit(IV 14Vilill of their seriuun implications I.(11' 1111111(1 for others will he inovidly this conflict 1!(!1)1111111itits. has always been present, the future holdsa greater 2. Problems will multiply, intensify 1111,1will op likelihood of conflict on moral issues. The adoption poor to defy solotioa. My list of examples under this of children by' homosexual individuals might beone category would include:chronic unemployment. example of such nn issue. underemployment, and labor union problems with 5. Tine government will he milking more (aid more the likelihood of long strikes In paralyze business, decisions for its. We will need to develop political industry, government and other major institutions. expertise in working closely with our legislators. We New environmental and ecological controls with definitely must become more assertive in helping more strictures imposed on everyone. Continued out- lawmakers understand the needs of our families and breaks of unprecedented violence and terrorism the implicatios of the laws the\ are voting intoour along with youth alcoholism and drug addiction ac- statutes which affect the quality of individual and companied by a new hate for parents and all author- family life. ity figures. Prol)lerns requiring alternatives to public From what I have just said, Ifeel sure you know school education. These are all problems which I he- that I believe the roots of many ()I' the problems we hove we will deal with in our generation. face today at the local level, at the national level, Since I do not want to (I() a jolt of "overkill." I will and in the world in both tutu personal and profes- end my list here. sional livesae moral and spiritual in nature, 3. More problems will be world-wide in scope (mil Dr. Karl Henninger, a well respected psychiatrist effect.Accordingtothe climatological experts, from Topeka, Kansas, said it so well: '"Elie world- earthquakes. droughts and floods will intensify in all wide threat to the survival of human life springing parts of the earth. Do some reading, if you haven't front uncontrolled technology. unregulated industry. already, on what scientists are calling,the Jupiter unlimited population grokvtlt, and ruthless wastage effect" if you want a better understanding of this and pollution. is a moral problem. It goes hack toour problem. These changes in weather patterns are ex- basic beliefs regarding the world and ourselves."' pected to induce even greater starvation problems. Henry David Thoreau gave us a clue for the solu- Effects of pollution will intensify. World-wicke eco- tion of our problems when lie said. "I'or every thou- nomic: confusion and recession will probably result sand hacking at the leaves of evil, there is one strik- in the establishment of an international currency. ing at the root. The leaves at which thousands of us This will have great negative effects on the individ- are hacking are social, economic. and political but ual psyche, especially that of Americans. I foresee it the roots that provide the inspiration and nourish- growing trend toward central control as opposed to ment necessary for their solution are moral and individual freedom. Again, I have time to mention spiritual."This is the premise on which the re- but a few problems in this category and will nut take mainder of my remarks are based. time for elucidation. 1 believe that spiritual maturity is a universal Needless to say, of course, these problems will r- competency that will he needed h individuals. quire an all-out effort on it long-range basis for solu- and tuitions to cope with the problems we now tion. "Instant everything" will no longer he the norm for USA citizens. This will cause great anxiety and Karl \lrnningcr. ll'horr,ver ite«uni. ni Sir C:' (Nu' IV YorkI Liss- 1111)1.110 fionks. 1073). p.1111. "11,!firy "F,Lonotilv."11'uldpo. Virl. 2: IVritttil:,nl KIIP411;( ;root. AIWA Action DJ: American ENI.kv York: Houghton 1,04)). I lonw Econornic!... Associ;ition. February 1978), p. 5. p. 0.1. 1111'11 lVlll'IIh,!hill !Ill! 111111'1 q,1111 VIII 111111 ti111111110 11(1111111k) 11'0111111, Mir!MIMI11111h. 111111011111111Iii11111111111111'Iiiill thli 'WI RI I - ANI) 01 IIIit i1111111111\'1)1'. 1)1 I AI III

II IWO O ul11.11:111 111:111'1111:11,1,1111111'III: II l;',1:''111111111iikliV.1:1111 rii.',"11:11:1111111:::: 111011 id Iloilo F.1 I riel WILT II 1 111111 hall1111111h11,t11 u11 ,IIII rill MO0101101 11prnl itoeY N')L. Mk' kiie 111,, 0, I NI% rnlucllnu e 'doom 11'11111 the quo 1111 mow rul IA'd1 Illli iii ell,Winch wit',lii mato ittiled% alined prenatal% al , col I I I doltunig 11111 rule and rl1 opo III boom 111 mimeo III Alt, This 1y 11!1 not an nominal foulardrho 1,14101,10 had mode comparable 111 y1n111nellUllh 111 er more other prole, 'mina' schools. such 111, migewornie, J hull. u1111 II111'h1111; lumine it 11111)111, leavtlyer, %vas Iloilo any qterinen about 1'ili11111,,fi Ills continuing existence it a parte Mar type iit

educational unit, . No matter luny rode (ilk' rrntue inaY face and will lace in the future, This idea is the most have loll Iliiil n given Wel it prelesslimill education moila important single contribution my address will make In 1111 re-iihapoil. there wen no suggestion 11111111 moilitI0 Ire to this conference, I mini to repeat the statement: I abandoned it scattered among ulher ishicalienal believe 111111spiritual maturity isthe top-priority WitItIleum ecunuuuias, it watt (11111111111i. competency that will be needed by home ocentunists T11111.11 %VIMm lii!i11)111'11}011; statements by slime %dim oven though they %veile not as well II/1'11111d 11111 1.1111111 of the future. No less will we need academic compe- 111111011111/111!1 V(1111 11141/1)11Hihill 11111.!11111i. A Ii''fell that ii1- tence 111)111 wo (I() now but the need For a strong "pro- 111(111glilhe Immo economics units in (air colleges fuel univer fessional spirit" will he unprecedented, sities hove performed service of unquestionable value in the What do i 11101111 by professional spirit? 1,et me ex- past, their principal goals litid been reached. The Very roe- plain. sun fir the continued existence of helm, economics unik watt, therefore. called into quoNtien, sumo nweitumi IIIVIII Both St. Paul and Plato figured this out before I precession themselves, ileubtless unwittingly, gave support did; butI understand now that man, used in the to this view by questi(ming whether home econeinistshid generic sense, is body, soul and spirit. Figure 5 will exerted the leadership necessary to keep the profession illustrate. abreast of the emerging needs of society." The body is sense-directed and responds to touch. While McGrdth's statement is only one printed taste, smell, sight and hearing. The soul is self- source to verify that we ourselves have an image directed and is controlled by our intellect, emotions, and will. The spirit is God-and-others-directed and is problem, I believe that you probably feel as I do Pogo was right when ho said, "We have Found the controlled by our Faith. enemy and it is us." It is my belief that individuals who spend time and energy on developing their Faith Faith in them- Acknowledging this weakness in ourselves is not selves, in others and in a higher powerdevelop dif- defeating to me. I see the exact same thing at work in ferent qualities of personality and character than the lives of professionals and other workers who are not home economists. those who do not. They have more spirit, more enthu- siasm, more vitality, and more concern for others. One illustration comes from Mr. Alfred Morrow, This is the kind of energizing force, the kind of pro- an industrial psychologist. He was asked this question in a recent interview: fessional spirit we need applied to home economics now and even more, perhaps, in the future. Auto makers have been calling back new cars hecause of Once more I ask: How does all of this relate to defects: people complain that their new household appli- building a strong future for home economics? In my ances are often unreliable: new Tv sets go on the blink so opinion, there is a direct correlation. I believe that easily.Is there something wrong with industry's tech- much of our poor public image is related to the fact nology? that we do not think as highly of ourselves as we Mr. Morrow answered: ought. You see, one of my criticisms of us as profession- No. most of the prohlems aren't technological at all. They center on people. The vast majority of workers these days als is that too often we are not good salespersons for are demoralized. They aren't producing at their potential. home economics. We do not show respect for one The result is high labor turnover, low productivity. frequent another in our relationships. We criticize and down- absenteeism, wildcat strikes. and lowered product quality." grade each other much more often than we praise and support one another. '"Earl McGrath. "The Imperative of Change for Menlo Econom- ics." lournil of finale Economics. 60(7) (September 1968). 505. Have you ever noticed how many of us bemoan our ""When the Hess Isn't I)oing his Joh." 11.5. News A World lie- employment situation? We believe, according to our port, February H. 1978. pp. 75-76. 32 39 Fr11111 1111111 11 110,111l1:

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"i1111/W0;11)1(1.' N11111111(111!;. Surely 111111V 5,1111 111111111' `Wind what 11111!1111 Iry thk. than. con vil do'? \Vo can %York to expand our roots ill the area of inoral and spiritual develop in itt. We can oven choose to make that our lap-rool (Fi)_dirf) 7), From this tap root Wit ran (10\111111p competency in 1.(c(NI14; 111111'1! 111(1 1111111! of our tholights, our emotions, our wills, and our words on the positive aspects of our personal and corporate situation, Regardless of whin prohlems come to our society in the future, let its begin to put inure faith in our worts, More faith into our goals. More faith into our actions. We get "hung by the tongue" far him ()HIM: we speak words of (1(111111 and unbelief. frustration and nervous exhaustion, sickness and veakness, of FIGURE fi hick ;Ind need, of fear and inferiority complex until The prohlem we face now and will prohahly face our relationships and our work reflects the conse- with greater intensity and complexity ir1 the future quences. are too bewildering and tun depressing to our spirits You see, words are like seeds lye plant. They nml- even to the strongest of usfor ordinary modes to tiplv and return to us at harvest time. We absolutely he successful. It will take the super-ordinary: yes. cannot stop this sowing and reaping principle. Wit even the supernatural. real) what ve saw.herefore. we must become For me, this is not asking too minof life. I believe more careful about what seeds we plant regarding that the resources we need to prevent a sickness of home economics and home economists. \Ve must the spirit are available. For me. itis still true that kith site ourselves and talk about ourselves in more every one who seeks with his whole heart shall find. positive ways. Strong spirits can prevail in all situations and under 'Mere k. thank clod. an alternative, to defeat and all circumstances. Our libraries are filled with testi- discouragement. \Ve do have a choice. We CAN monies that defy a contradiction of this concept. In change our minds (St. Paul called this the renewing of our minds). We rim step had-mouthing persons, ( tt1). 221. places and things. It is hi NI but we can And when 40 33 we do, we experience conversionthere is a real moral root system was well conceived and nobly turn-around in our attitudes and behaviors. executed. We have had our share of "great profes- Ladies and gentlemen, I urge you to take me seri- sionals" to carry us through hard times of all sorts ously. What home economics needs now is home in the intervening years. Today I believe with my economists who are happier. more out-going, more head and have put the belief in my heart and now others-oriented, prouder of their profession. happier declare to you with my mouth:The profession of with their present position, more certain of their home economics shall be stronger and play a more mission and goals. MORE SPIRITUALLY MATURE. significant role in our society in the future than it Regardless of where each of us is in our spiritual has in the past. Negative forces, like fear, hate and growth. we can choose to send our tap-root deeper. inferiority complex, always have voted against us We can choose to grow in our professional spirit. and always will. Positive forces, like patience. kind- When we do. we can observe what will happen; we ness. and self-control, have always voted for us and will get results that are inline with principle. always will. The important thing to remember is Maslow. Jung, Combs. Gardner and Jesus all under- this: Your decision about how to vote decides the stood in detail about this self-fulfilling prophecy election. What happens to home economics today. idea. tomorrow and in the distant future depends, to a This brings me to the finish. We have had a won- very large extent. on the spiritual maturity of all of derful professional heritage; both our academic and us as home economists."

34 SOCIETAL CONCERNS AND SECONDARY HOME ECONOMICS PROGRAMS

Betty Stephenson Consumer and Homemaking Teacher Brighton. Colorado. High School

"Stop the World I Want to Get Off." Let's stop the ploit every age group of our society. The tactics in- world for a moment and reflect on TODAY. What is corporated by companies to advertise their product happening today? What is happening might well be use every means possible and sometimes seemingly the best guide in considering the societal concerns impossible to convince you of what YOU NEED to be. we face in the 1980's in our secondary Home Eco- What do you need to be?????????? Alive, human, nomics programs. I have taken a rundown of weekly lovable, lovely, sexy, successful, young, slim, a man, T.V. shows as a kickoff point. The list goes like this: a woman, darling, caring or happy. Happy Days, Good Times. Baby. I'm Back. All in the I think we can look at any one of these areas and Family. Alice. Maude, On Our Own, We Have Each see a reflection in some manner of the societal con- Other. One Day at a Time. Forever Fern wood and a cerns of today. Are we open to such a thought? Are new one premiering called Another Day. Have you we willing to accept these as societal concerns? seen these programs? Reflect for a moment on all or Granted we may not want to accept them, but our any one of them. What is being said here? I see a re- unacceptance doesn't mean that they don't exist or flection of the lifestyles, family situations, career that they'll just go away, or that they might not exist stresses and confusions of our present day society. in the future. Like it or not, accept it or not, each show is saying Before you think I've gone bananas, loco or on a something to us if we are willing to open our minds to high as my students might say, I'll now reflect on "what it's all about." topic areas more recently and commonly found in Or if you prefer another avenue of communica- meetings, workshops, speeches, seminars and T.V. tion, how about the newspaper? Headlines glare at program specials. The list might look like this: us about child abuse, alcoholism. suicides, child sex role stereotyping, myths about the family, prisoners, nursing homes unfit for the elderly, em- teen pregnancies, equalrights,minorities, bezzlement by a prominent active, church going ecology, energy. apathy, absenteeism, unem- father, and on and on and on. What is this telling us ployment,malnutrition,changingroleof about societal concerns? women, pollution,teenagealcoholism,re- Or the rock radio station that 24 hours a day defining legal liability, lack of functional life blares out to the young, disturbed, depressed or skills in adults, effects of stress on individuals, lonely, music that covers everything one can imag- the family and society ine, from love to hate, ecology, death, fun, work, There are others but these seem to be the ones ex- play. These songs may not say much to us, but they pressed the most, through the media both statewide have a message to their many listeners and a mes- and nationally. sage to us about the society our students see and How much different is the list in the second group feel. from my "wild" list in T.V. programs, radio or maga- A look at magazines next and they are carrying a zines? Yes, we need to be concerned about the broad message, too. Almost every month some magazine spectrum of societal concerns, but we also need to carries a "quick" reducing diet, backed with a page be equally concerned about who we are. what we of 20 pictures of calorie-rich dessert recipes. Or on do, and what we represent. We have to be humanis- the next page an article on how to stay healthy. a tic and realistic if we expect to have any impact on special feature on raising children, something about the societal changes of our society through our one's sex life, or how to understand and get along secondary Home Economics programs. with yourself or get along with the boss, etc. Taking into account the implications one can de- If none of these media messages is saying anything rive from the titles of the T.V. shows, the newspaper to you about societal concerns, then don't forget you headlines, song titles or advertisement messages, we can't escape advertising. T.V. and radio commer- are reminded that the problems and concerns of the cials, billboards, magazine and newspaper ads ex- 70's and even of the 60's are still not under control.

35 42 We will continue to experience and witness some of We need to develop those things we are just now these concerns in the last years of the 70's and into getting into in our curriculum course offerings. We the 80's. These concerns may not be as great as over will need to make an extra effort to innovate and the past several years, but there are others sur- implement these things into our present programs. facing and taking their places possibly with a differ- Tightened budgets will demand that we become ent segment of our society. We see more truancy in better managers of the resources we have in the our schools, pregnancy among the early teenage operation of the department. And I see in the crystal girls, societal pressures of unemployment. dwindling ball secondary teachers who are not afraid to cast natural resources and an increase of crime, to men- aside some of their old ways. old concepts and old tion a few. knowledge. Teachers will have to sort out those There are a couple of immediate things I see we things relevant to the societal conditions of the must direct our efforts toward as secondary teach- 1980's and tie the new methods, concepts and knowl- ers: edge into curriculum course offerings for different age groups in education. There will be a greater 1. Pressure. Pressure from other educational dis- need for that secondary teacher to practice and live ciplines vying for our position in the curriculum, the beliefs about the Home Economics they teach in course offerings already taking over areas we con- the classroomnutrition, dress, management of sider to be Home Economics. Back to the basics, but time and resources and fairness in dealing with what is basic? Are we up to the pressures? Is this a people. They may even find that their lives and the societal concern of ours? secondary programs will take on a new look and 2. Apathy. A characteristic we are seeing in in- greater significance when they participate in com- creasing numbers and at an earlier age among our munity activities and school activities. have citizen- youth, more pronounced among the young adults and ship involvement. The courses we teach in the 1980's middle age segments of our society and a frustration relevant to societal concerns will only be as effec- level pressure for the elderly. And of maybe even tive as the teacher who is teaching them. We need to greater significance about apathy is the contagious have persons committed to all segments of our effect it has in spreading from one segment of our society, to the total concept of Home Economics and people to another and I include from student to to professional involvement. teacher. It seems that as teachers are in contact Yes, we need to be concerned about the broad with increased numbers and for long periods of time spectrum of societal concerns and of how we meet students who are apathetic they too are becoming the challenge of doing something about them in our apathetic, even in Home Economics. This factor secondary school programs in Home Economics. But should not be overlooked by our college educators as we also need to be equally concerned about who we they work with future teachers in preparing them to are, what we do and what we represent. We have to cope with the real classroom atmosphere of today's let others know we are up to the challenge, that we public schools. know who we are, what we represent and that we The societal concerns are telling those of us in the can have an impact on the concerns of the society of secondary classroom that we must do the following: the 1980's.

36 NEEDS IN THE SECONDARY HOME ECONOMICS EDUCATION PROGRAMS IN THE 1980's

Patricia D. Murphy Associate Dean College of Home Economics North Dakota State University

Sunday evening Dr. Marjorie East said that we in 1980's. Evidence is accumulating that what we di home economics education are crucially important under the provisions of P.L. 94-482 will determine for we know how to examine a discipline. She said whether federal vocational education dollars con- we have some understanding of each of the subject tinue to be available to home economics. specialitiesinhomeeconomics.Further,she Programs in occupational home economics must charged us to agree on and implement an operating continue to be based on labor market needs and stu- definition of home economics. We face a similar dent interests. We need to zero in on the focus for challenge relative to secondary home economics secondary level occupational programs. programs. What is their purpose? Why do we have The program objectives are crucial. If the primary home economics programs in secondary schools? purpose is to prepare entry level workers for food Your response to these questions determines what service and child care jobs, for example, we must be you perceive as curriculum needs for the 1980's. certain there actually are jobs available. Training Which model of home economics are we going to programs must be based on employment needs. We espouse and promote? also have an ethical consideration in training young We also need to consider the many outside forces people for jobs paying a subsistence wage. Research that help shape the curriculum of the schools. For evidence does not support the cost-benefit analysis example, Patricia Graham, Director of the National for these programs if the emphasis is on specific Institute of Education said recently that the top pri- entry level job training. ority for the federal education dollar is literacy. She If, however, the emphasis of the occupational stated that the function of education is not to solve home economics program at the secondary level is social problems but to educate for literacy (Graham, on employability skills, job attitudes, and securing 1978). and keeping a job, we can help meet the needs of stu- According to one source, 29 states have or are dents into the 1980's. considering minimal competencies for high school If you accept the labor market projections for the graduation. Competency tests are being developed future which state that the greatest increases will for certain prescribed areas (Hall & Brinson, 1978). be in service occupations, then preparation in work These begin to dictate curriculumat the state and attitudes is important. Also, the research evidence local level. indicates that most workers lose their jobs over atti- Declining school enrollments and the back to tudes and interpersonal problems rather than lack basics movement are other factors affecting schools. of job skills. You completed a blue form on Sunday evening rank- P.L. 94-482 stipulates that sex stereotyping be ing your concerns. Did your ranking reflect the eliminated from vocational education programs. needs you perceive for secondary programs in the References to sex bias, discrimination, and stereo- 1980's? typing permeate the law. Home economics educators Is this all nonsense? Are these unrelated? Or do need to take the lead in eliminating the subtle as well you see them impacting on needs in secondary pro- as the blatant stereotyping from the programs. the grams? curriculum, and the teaching. Awareness of blatant Federal legislation is one of the strongest deter- stereotyping is increasing. However, we must be miners of curriculum. We may not agree that legisla- viligant when it comes to subtle stereotyping. tion should determine programs, but it does. We may With reference to consumer and homemaking pro- not agree among ourselves as to whether we should grams, the law mandates that secondary programs accept the program restrictions or the money but we encourage preparation of both males and females do. for the combined roles of homemakers and wage The Education Amendments of 1976 will support earners. What changes have you made in your cur- vocational education in secondary schools into the riculum to assist males in assuming homemaker

37 roles? To prepare females for wage earning roles? families are poor, are in the labor force, and have To dovetail wage earning and homemaking roles? young children. What is the meaning of the occupa- The law further prescribes that programs deal tion of homemaking for these families? with the changing career patterns of both men and Research to date indicates that single-female- women, increased number of women working out- parent olies need help. They need managerial side the home, and more men assuming homemaking -making skills, information on finan- responsibilities. Are the programs relevant to the Cial 71 nt and personal development, child economic, social, and cultural conditions which pre- Care Ind support networks. Nontraditional vail today and are likely in the near future? educatn,n,Ilprograms are required to meet these The law clearly states that our educational pro- needs. grams are to prepare persons for the "occupation of We need current data on homemaking tasks. We homemaking." Persons involved in influencing fed- need curriculum developed for the occupation of eral legislation have tried for years to get home- homemaking. We need to make our needs known at making defined as an occupation. Now it is. What the state and federal level. Also we need to help our- change has this made in your program? What cur- selves. Could you collect data on the composition of riculum development efforts are going on in your families in your area, who carries out the home state? Are your state's curriculum dollars being making tasks, and how much time is spent on the spent on this top priority item? Should a curriculum various tasks? guide for the occupation of homemaking look differ- These data could provide a basis for curriculum ent from a guide for the former consumer home- development for the occupation of homemaking and making program? I believe it should. for secondary programs. Units of study need to be What does homemaking as an occupation mean? developed to prepare persons for the tasks of the What do homemakers do? Who are thehomemakers? homemaker. Programs need to reflect these tasks. In my family there are presently four: myself, my We will have a difficult time defending thn practice husband, and two boys, ages 14 and 16. All of these of spending many weeks preparing students to do persons carry out homemaking tasks. Who are the things that homemakers do rarely or never. homemakers in your family? Secondary programs also need to reflect the cur- We do not have a great deal of research evidence rent conditions of families in the society. Our family about homemaking as an occupation. The task analy- living courses can no longer assume that everyone sis approach has, in general, served vocational edu- will get married or that the majority of families con- cation well. It can also be used to analyze the occu- sist of husband, wife, and children. Management pation of homemaking. From Kathryn Walker's work and consumer education must take on increased (1975) at Cornell University, the time spent on house- emphasis. hold tasks was primarily dependant upon the num- If vocational home economics is to survive, sec- ber of children, whether the wife/mother was em- ondary programs in the 1980's must meet the needs ployed, and the age of the youngest child. Based on of males and females preparing to be homemakers, Walker's datacollectedin1967-68 from 1400 given the social, economic, and cultural conditions husband-wife families, the most time was spent on of the time. We need curriculum and programs for food-related activities, followed by house care, care tomorrow, not for yesterday. of clothing, family care, with the least amount of time spent on marketing and management. These References data are ten years old. Perhaps they no longer ac- curately reflect the time devoted to homemaking Graham, Patricia. Speech presented at the American tasks. Association of Colleges for Teacher Education annual In the last ten years, many changes have taken meeting, Chicago, February 14,1978. Hall, Kenneth D. and Brinson, Virginia. "What About Cur- place in the society and in the structure of families. riculum Reform at the State Level? Educational Lead- From the latest data available (Sawhill, 1977), 12 °/o ership. 35(5) (1978). 342-344. (7.2 million) of all families are headed by a single Sawhili, Isabel V. "Homemakers: An Endangered Species? female parent. One of every seven children lives Journal of Homo Economics. 69(5) (1977). 18-20. here. Over 50 °/o of women aged 25-54 are employed Walker, Kathryn E. Economies Contributions of the Home- outside the home. In general these female-headed maker, September 1975.

/1 4

38 NEEDS IN SECONDARY HOME ECONOMICS PROGRAMS IN THE 80's

Helen Gum Westlake Head. Home Economics Department York Community High School Elmhurst, Illinois

What are the needs of secondary Home Economics nomics department received from the North Central programs in the 80's? In order to answer this ques- Evaluation team in 1977 and from the recent Voc- tion I felt that I needed to walk among the students, Tech evaluation of last month. A high school depart- the teen-agers of Elmhurst, Illinois, April 1978, York ment is only as strong as its weakest link. Thus, I High School, with an enrollment of three thousand encourage the staff to be supportive of each other, four hundred and fifty, with a Home Economics en- to recognize their individual strengths so as to con- rollment of over 1,600. This isn't 1,600 individuals tribute positively to our collective strength. because some students take more than one home Teenagers of April 1978...alienated, the scape- economics course at a time. I loitered with them in goats of our super industrial complex. We don't the student cafeteria, in the smoking area, and in the need them. And they are out there desperately need- main hallway under the clock. I listened as I walked ing to be needed. The loneliness and alienation of the extremely crowded halls. this age group is heart breaking. We have programs Carl Sandburg did much of his writing in Elm- to do to them, aimed at them, but not with them. Our hurst, Illinois. As I walked among the students I was current trend is to malign them with the fact that reminded of his Always The Young Strangers. Sand- they are all pregnant. Statistics misinterpreted can burg wrote: lie. They are as naive as many of us were. They are as virgin and non-virgin as many of us were. They One thing I know deep out of my time: Youth when lighted have had as many experiences as many of us. Their and alive and given a sporting change is strong for struggle numbers are larger than the numbers of teen-agers and not afraid of any toils or punishments. or dangers or deaths. of the past, but this doesn't make them any less What shall be the course of society and civilization across moral. They are youngsters whose parents are the next hundred years? urging them to affiliate with institutions. They are For the answers. read if you can. the strange and baffling an economic threat, a job threat and we have given eyes of youth.' them choices, multiple, multiple choices. Many of Yes, for the answers, read if you can, the strange the choices have had hidden meanings because we and baffling eyes of youth. I have and am privileged have made our adolescents our scapegoats. We, the to work with a staff that is an anomaly to Dr. East's adult leaders, wink at drugs, we wink at alcoholism. research. A staff of ten home economics teachers We wink at marijuana. We wink at moral codes. We who are the leaders in the York High staff of 208. change our minds about the age for this and the age When our principal. Dr. Nelson, wants a PomPom for that. We say that to educate is to change be- sponsor, he comes to Home Economics. When he havior. We ask adolescents to change behavior. But wants a Cheer Leader's sponsor. he comes to Home the behavior changes that we are asking for are Economics; an assistant Swim Coach, he comes to those that they don't buy. Thus, we have created an Home Economics; a Student Council Sponsor, he adolescent society that doesn't buy from the adult asks those in Home Economics. He comes to Home society. They don't buy the idea of respect for re- Economics because the teachers are ambitious, will- spect's sake. They say I'll respect you when you ing to enable students to excel, willing to help young prove that you are respectable. They don't buy nu- people grow. The students come to Home Economics trition from an overweight teacher. They don't buy because this is where they feel a sense of family. a athletic winning at any price, particularly if the sense of warmth and encouragement, encourage- price is to their physical detriment but to the glory of ment to become their own best selves. I have been the coach, for his pride and a high salary. They don't flattered by the positive reports that the Home Eco- buy pep rallies. They don't buy the quick answer. They don't buy upward mobility. As I have talked with them, the song that came to 'Carl Sandburg. Always the Young Strangers (New York: Har- my mind was: "The Age of Aquarius." They are court. Brace and World. 1953. people oriented. They care about each other and

39 46 they don't care if you a: e an "A- student or an "F" 1. Teachers who are conscious of the need for re- student. Whether you are disadvantaged, disabled training. and simple. or whether you are a merit scholar. 2. Teachers who appreciate, understand. and are They don't care about the idea of the honor roll. willing to constantly study and restudy the age What Did Ya Get? is not of importance to them. But group that they teach. what are you? Who are you? They want to have a 3. Teachers who are committed to the worth of the self- identified work and they don't identify with the individualevery individual. adult definition of work. They also identify with 4. Teachers who are willing to experiment and to leisure and that leisure is getting in touch with your- accept the challenge of new classes and new pro- self. They want to do. They want to be involved. They grams. want hands-on experience. They want to change this 5. Teachers who know and can implement learning society. And I have GREAT HOPE that if we will just theory in home economics in the city high school help them. that GREAT things can occur. with its grouping, crowded course offerings, and In our society, of course, there is no need to be- tight scheduling. come' an adult. One may remainone is exhorted 6. We particularly need teachers who can contrib- daily to rernain a child forever. Ith_ difficult to ute to the student's ability to interpret the prob- have acquired a good education, a professional job. lems of family life. Thus we need teachers who and a good salary, without meeting within one's can teach general home economics as well as circle of associates not a few adult children. In home economists who teach special areas. medieval paintings children looklike miniature 7. Teachers who can explain the difference be- adults. In tableaux :corn life today, adults appear as tween general and special home economics to wrinkled adolescents. other school personnel. Children are not a welcome responsibility for to 8. Teachers who can work with their peers. have children is, plainly, to cease being a child one- 9. Teachers who look at the eyes of the youth. self. You may say, Westlake, you haven't grown. But I The education media help children to become still think that what is needed in our schools in the sophisticated about everything but the essentials: 80's is answered by this brief want ad: Needed: love, fidelity, child roaring, mutual help, care for Teachers, Who Think; Who Feel: Who Love. otherswhether they be young or old, rich or poor, We lack the courage nowadays to live by creeds, with status or with no status. or to state our doctrines clearly (even to ourselves). So here I stand before you, with the question of Our highest moral principle is flexibility. Guided by what will be the course of Home Economics in the sentiments we are embarrassed to put into words, 80's. Some of you will remember that I stood before we support them not by argument but by their trend- you once before. In May 1965, at the National Con- iness. ference on Contemporary Issues in Home Economics The central idea of our foggy way of life is that life Education, I stood before you and raid that what was is solitary and brief, and that its aim is self-fulfill- needed in the secondary schools in Home Economics ment. was "Teachers: Who Love, Wh Think, Who Teel," We have so many people who are trying to be I feel that the qualities described then are still very happy. Self-fulfillment comes by fulfilling the lives of appropriate now. those around you. By doing that, you don't need to worry about your job, your definition. You just need What kind of teachers aro needed? to be.

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40 BUILDING OUR PROFESSION

Alberta D. Hill Dean, College of Home Economics Washington State University

The broad, and possibly vague, title of this presen- 8. Plan for feeding self and family on the basis of re- tation demands either a more precise title or some liable knowledge of the safety, nutritional quality explanation of the title as given. Perhaps the follow- and world-wide availability of food. ing definitions will help: "Building" is assumed to be both quantitative The goals reviewed above provide the scope of the growth and improvement in quality and includes profession and the reason for building our profes- some remodeling. sion. The building will be done by the members of the "Our profession" is perceived to be home econom- profession who are committed to continuous im- ics education. Home economics educators are provement and growth of home economics education those engaged in educational programs in social and are willing to improve and grow as profession- and welfare agencies, businesses, cooperative ex- als. tension and schools; home economics educators Three major areas of growth for the professional include those who prepare teachers, develop cur- home economics educator are suggested as of vital riculum and curriculum materials, and those who importance for the improvement of the profession. serve as consultants and supervisors in educa- These three areas include growth in the ability to: tional programs. (1) meet change with rational thought and creativity This is the second day of a very important confer- avoiding the panic and crisis syndrome; (2) work ence. We have examined home economics as a pro- together, and with other professionals, as a team; fession (or is it a discipline?), the future of educa- and (3) participate in a mature manner in efforts to tion, the needs of the learner, current evaluation of affect public policy. It is hoped the discussion of programs, needs of secondary home economics edu- these three areas of growth will emphasize the im- cation in the 1980's and our professional roots. The portance of two constant needs of the profession participants have utilized new facts and provocative the need for rigorous scholarship and the need to be ideas to explore, in-depth, the implications for their able to accept others and work harmoniously with own situations. During this time the scope and con- others. tent of home economics education has been re- viewedand challenged. Our knowledge of the indi- Confronting Change viduality of mental processes indicates, however, that each of us may have a somewhat unique way of The errors we human beings often make when structuring the content and stating the goals. To pro- confronted with change are to take the extreme posi- vide a common base for our discussion of "Building tions of stubborn resistance or complete and naive Our Profession," one way of looking at the scope and acceptance of change or to panic. Forty years of ex- objectives of home economics education is presented perience with home economics educators leads to here. the very subjective conclusion that the reaction of The responsibility of the profession is to help all panic, or what may be termed "crisis syndrome," people develop the ability to: often prevails. If this is true, we should lookcare- I. Guide and nurture the young. fully at the causes. Do we panic because we have not 2. Teachchildren,handicapped,disabled and learned to examine alternatives? Do we lack the elderly the abilities needed for independent knowledge needed to solve problems whichaccom- living. pany change? Do we need crises to make us feel im- 3. Cope with the technology of the home. portant? 4. Make consumer decisions based on knowledge of Consider some of the panic situationsrealor the world's resources and knowledge of the effect perceived crisesin home economics education: of consumer decisions upon others. eliminating the related science course or a home 5. Maintain "kinships" in new family forms; main- economics requirement in secondary schools, short- tain stability and continuity in the lives of all indi- ening the length of classes from 90 to 50 minutes, viduals. changing criteria for state or federal funding, elimi- 6. Develop environments which enhance the quality nating home management house residenceas a re- of life. quirement in teacher education, decreasing home 7. Break down stereotypes of sex roles and develop economics leadership positions in state departments healthy concepts of femininity and masculinity. of education and U.S. Office of Education or chang- 48 41 ing the titles of programs. Every home economics professionals outside the field of home economics.' educator will recognize some of these as changes A curriculum development project may require a which have the potential for impairing the quality of team of home economics educators, curriculum the profession's service. Most of the changes, how- theorists, media specialists and evaluation experts; ever, were not true crises but changes which re- the educational program for teenage parents needs quire careful analysis and deliberate development the expertise of nutritionists, geneticists and social of new methods or new approaches. Creativity plus workers to supplement the skills of the home eco- knowlelge and application of logical problem solv- nomics educators; consumer education may benefit ing procedures can turn most so-called crises into an from cooperation with business educators, econo- opportunity for growth. mists and political scientists. Panic is not a way to confront change, but neither The team approach to educational and research is resistance nor blind acceptance. The profession projects makes it possible to mobilize the human re- needs members who can grow in ability to adjust to sources available to the profession. Working as a change and assume the initiative in shaping change. team also provides opportunities for home econom- Many of the competencies needed toconfront ics educators to demonstrate to others the impor- change in a positive manner are affective in nature. tance and scope of the profession and the unique They involve personal characteristics difficult to contributions which can be made by home econom- change in mature individuals. The profession can, ics education. however, teach its members historical facts and To build the profession each home economics edu- concepts and develop a sense of history, that will cator needs to develop the ability to perform as a enhance ability to cope effectively with change. The team member. What are the barriers to team ef- educator who knows that the nuclear family is a forts? What are-the-competencies needed to serve relatively recent development, that events such as as an effective team member? Skills in assessing the depression of the 1930's and World War II re- needs, in management and communication are cer- quire radical changes in curriculum, or that niacin tainly important. The particular competencies dis- was first called nicotinic acid, will not view the cussed here are selected as those which are as- knowledge. social structures and practices of today sumed to have the greatest value in building the pro- as "the way things always have been and are sup- fession. posed to be." A sense of history gained by studying the effects of the industrial revolution upon families, 1. Each member of the team needs to recognize and or the roots of home economics, helps the educator accept the scope and limitations of his/her own distinguish between needed changes and that which profession. Home economics educators often err needs to he retained and developed as a part of our on the side of perceiving their contribution as basic value system. more limited than it is. Home economics educa- It should be noted also that as educators, knowl- tors need to accept the fact that they are the pro- edgeable of the past, face current or future prob- fessional group who have an orientation to the lems the do not have to start "from scratch." Past totality of family life and can best guide and co- research and old problem-solving efforts contain ordinate programs designed to improve the daily "gems" of ideas to be recycled for solving new prob- lives of individuals and families. lems. 2. Team members need the self-assurance and feel- Home economics education needs professionals ing of self-worth that allows them to contribute as who are creative, curious and adventuresome. The a team member without either kowtowing to professional needs to initiate, guide and adapt to others on the team or becoming bullish or defen- change and must learn to live with certain ambigui- sive. Professionals who are confident in their own ties and uncertainties that accompany constant knowledge and ability can seek and take advice change. One way to build the profession is for pro- from others. fessionals to grow inabilityto become change As long as most home economics educators are agents instead of change reactors by becoming women, special note needs to be made of their better scholars of history. performance as females. They will not be effective team members if they continue to play the Team Work male-female games so prevalent in our society. Neither can they be effective if they are con- The complexity of the educational problems which stantly angry at men, and the social order. be- are the business of home economics education, and cause of the lesser status that has been afforded the rapid expansion of the knowledge which can be used to solve these problems, require that home eco- 'Emphasis is given here to teams of professionals. and the com- nomics educators work with teams of other profes- petencies required to work as a member of professional teams. sionals. Teams may include other home economists This is not intended to negate the importance of teams which in- who have specialized in one facet of the field and/or clude craftsmen. homemakers and community leaders.

42 4 them. Fighting sex stereotyping is a noble cause disrespectful of another human beingisnot but the best offense may be to demonstrate ability mature. If there is a need to affect policy change, to perform. it is evident there is lack of agreement. Disagree- 3. Each team member needs to bring to the team a ments arise because of differences in social goals background of knowledge supported by sound re- and discrepancies in facts available to those who search. Home economics is an applied field; home disagree. Such differences need to be examined economicseducatorsarepragmatists.This in an atmosphere of mutual respect. Emotional should not mean that the home economics educa- debates tend to polarize the debaters rather than tor relies, always, on someone else for the source bring about consensus. It is true the "big boys" of knowledge that has practical application. (The often hurl insults at each other. but there is no "roots" of home economics tell us that the origi- evidence that the practice is effective. It is cer- nal home economists came from a background of tainly not consistent with the principles of family research. Home economics became the vehicle (human) relationships taught by home economics for using this knowledge for improvement of educators! everyday living.) 2. The ego inflation which may result from becoming Home Economics educators who are oriented to name-droppers and associating with important the totality of family life must assume the role of persons usually is symptomatic of adolescent in- coordinators and synthesizers but also must have security or a fan club mentality. Of course, con- a knowledge of research methods and of the basic tact of some kind must be made with those who disciplines that is expected of a professional per- make policies in order to provide the input which son. The special knowledge any one home eco- can influence the policy. The focus needs to be on nomics educator can bring to a team effort will the accuracy and relevance of the input, not on vary, of course, but without scholarly prepara- the personal satisfactions gained from the event. tion the home economics educator may well be The extent to which the profession can exert a delegated the role of secretary and coffee maker positive influence on public policy will be more for the group. dependent upon willingness to engage inre- Confident, well-prepared home economics educa- search to secure the facts needed than upon who tors can build the profession by becoming effective is known. members of teams. 3. Use of procedures which are unethicalmislead- ing, dishonest or detrimental to any group or per- Affecting Public Policy sonin order to achieve socially desirable goals is neither mature nor morally acceptable in a Ellen Swallow Richards set the pace for home democratic society. economists' aggressive leadership in formulating The members of the profession can build thepro- and influencing public policy. The magnitude of the fession by affecting public policy. Efforts need to be effort has varied from time to time but there has based on clear understanding of values anda knowl- always been a nucleus of individuals and segments edge of all related facts includinga knowledge of the of professional organizations accepting the respon- complex interrelationships of technological develop- sibility for influencing decisions about important ments, social planning. international politics,eco- issues such as legislation affecting the health of chil- nomic policies and resource distribution. dren and the structure of welfare agencies. In recent years professional organizations have Conclusion given priority to activities designed to prepare their members for political roles. The excellent training This discussion on building our profession has sessions and conferences have increased the aware- been presented in the third person, but it is trulya , ness of the need for political activity and given home very personal presentation. I urn a home economics economics educators an opportunity to learn proce- educator, a dyed-in-the-wool home economics educa- dures used by other groups. It is not the purpose of tor. It is our profession. my profession. Experts have this discussion to reiterate the ideas that have been not been quoted nor references given because the generated by these activities but to reflect some comments represent the personal, subjective, value anxiety about the possible side-effects of the treat- laden synthesis of my personal experiences, back- ments applied to overcome the political lethargy of ground of study and perceptions of the profession. It home economists. Building the profession requires is my personal belief that we can build the profes- mature political behavior that is consistent with the sion by intensive scholarly efforts and exemplary state and implied values of the profession. skills in human relations. Three competencies which The characteristics of mature behavior, and the I believe to be important are the abilities tocope anxiety, may be seen more clearly by considering with change, work as a team member and partici- what is not mature behavior. pate in a mature and ethical manner ;a affecting 1. Behavior which insults, belittles or is, in any way, public policy.

43 5 0 SAVING ENERGY AND MONEY IN HOUSING DESIGN AND CONSTRUCTION

Henry R. Spies Assistant Professor Small Homes-Building Research Council University of Illinois

There is no question that the supply of fossil fuels running from Milwaukee to Cincinnati is not a very is finite. Depending upon whom you believe, the sup- good spot for sun. In the New England area. there is ply may not last very long, or there may be some just barely enough to be useful in Eastern New York. around to last a long while. In order to make it last The entire Pacific Northwest just doesn't get much as long as possible. energy conservation is essential. sun in the wintertime. If we are talking about utiliz- There are a number of potential nonfossil energy ing solar energy for heating homes, it isn't there. In sources. one of the foremost being nuclear power. the Southwest (Southern California. Arizona, New There are many people who have great objections to Mexico. and some parts of Texas) and in some parts nuclear power. They contend we will be producing of Florida there is enough solar energy to he of use. waste which we don't know hew to dispose of and This area might extend up into Denver iind some of which will be around for centuries. Since we are its surrounding area. To give you an idea of the producing material of identical type and probably in amount we are talking about, in Illinois there is an greater quantity in developing our weapons systems, average of approximately 4.3 hours of sunlight per perhaps we are overemphasizing the problem. day during the three months of the major heating A variation is fusion power rather than fission season. December. January. and February. There is power. which most people consider to be nuclear. less on the West Coast. This is related to the hydrogen bomb versus the If we were to design a solar heating system for atomic bomb in its general type of reaction. I think this area on the basis that the sun would provide that it probably has some possibilities. Fusion power about 60 percent of the heat required during the does not produce the large quantities of radioactive heating season, we would end up with a system that waste. The technology is not here yet to utilize fis- we probably couldn't afford. Each square foot of flat sion power. but much research is being done. plate type solar collector would gain enough energy Tidal power is another possible source, but the to replace one gallon of oil per year. One gallon of oil scale upon which the equipment has to be built to at the moment is forty cents. Even if it went up to a utilize tidal power is tremendous. I doubt that it will dollar. the amount that we could afford to spend on ever supply as much as 1 percent of the energy that solar collectors to heat homes is significantly less we use in this country. than the cost of the collectors. If we assume the cost The same is essentially true of wind power. There of money is 9 percent, and that the cost of energy in- are few places where there is enough wind consist- creases 10 percent per year compounded. we can ently to generate power. In some areas it would be afford to spend $7.26 on something that will save us possible to use wind-driven generators or some form $1.00 per year today. This provides a seven-year of wind power. but I am afraid that I still remember payoff. It is very difficult to get people to talk about having to pump water for cows because the wind conserving energy if it is going to cost them money. didn't blow and run the windmill, so my confidence They are really not very interested in a negative in it is fairly limited. at least in the Midwest. A unit cash flow at the beginning. If the price of natural gas capable of producing 1000 kwh per month in an is deregulated. instead of going up the rate of 10 per- average wind of 10 mph is available for about cent a year it may go up by 200 percent or 300 per- $20.000. cent in five years. and this would significantly affect Geothermal powerheat taken from the earth's this equation. coreexists only in a few places. It is being utilized The idea of using the sun to solve our energy extensively where it does exist. such as in Southern shortage isn't new. When we started investigating California. There are relatively few places where solar energy devices. we found that most of the the earth's crust is thin enough to allow use of geo- patents were issued in the 1870's and 1880's. We thermal power. I don't think anyone is willing yet to had an energy shortage then. too. A solar collector cover Yellowstone Park with power plants. patented in 1871 is not significantly different from Currently. the "in" thing is to look to solar power. one I saw advertised in a free brochure from ERDA There are significant limitations on the use of solar a few weeks ago. There really isn't very much new power. The people in the United States live where under the sun at this point. there is minimal winter sun. The entire megalopolis There have been some interesting ideas as to how 44 51 ol 0511 aqi uns ol way U awoq atu awou Jo anais smop anuti un 01111!A JO 'Z IM01!dWOO 01 0111 I I JO will I JOLIOJUOSOJ 111 0111 UOJI! 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91' number of gallons of oil saved for the season. For zon. With an appropriately calculated overhang, we electrical resistance heating, multiplying therms by can keep this sun out. In many houses, you can even 20.5 will convert it to kilowatt-hours. If you heat with keep the sun off the south wall entirely. This calcu- a heat pump. the calculation gets a little more com- lated overhang is valid from Dallas to about Minne- plicated because there is a different factor for each apolis, and it is very simple. The total horizontal dis- zone because the efficiency of a heat pump varies tance of the overhang, including the gutter. should according to the weather. he twice the vertical distance from the bottom of the Let us consider the energy-saving design of new overhang to the top of the glass. houses. First, orient the house properly. We have Many people contend that we need to reduce the been ignoring the direction that our buildings have amount of windows to save energy. If they are triple- faced for years. Our ancestors knew how to do it glazed windows facing south. that is not true. A win- we've been forgetting about it. The Council did a dow in this area that is triple-glazed (insulating quick computer study on the typical campus apart- glass plus a storm window or factory installed triple ment buildinga three-story building, half a story glazing) will gain more heat in the average winter in the ground and 21/2 stories out. It has a corridor day than it will lose during the entire 24-hour period. down the center. with rooms on both sides of it. and including the heat loss at night. If we are not careful. is about four times as long as it is wide. If that build- we can put in enough glazing to overheat the house ing is located so that its long axis runs north and most of the winter. It is our opinion that in most south it will use 40 percent more energy per year areas the south-facing glass should be about 8 per- than if it was located with the long axis running east cent of the floor area. If it is much more than that, it and west. I would imagine two thirds of those apart- may be necessary to open the windows a good por- ment buildings in this town face the wrong direction. tion of the winter on the days when the sun is out. We cannot afford to ignore things like that. These figures are based on the sun that just comes in Ignoring such knowledge is not new. Many years the window. When there is snowcover on the ago there was a professor of mechanical engineer- ground, there is about a 30 percent increase. ing here at the University who conducted some re- The next step is to keep the heat in. Install very search on how efficiently heat is transferred from heavy insulation, perhaps as much as 12 inches in radiators. He determined that the best thing you can the ceiling. It might be wise to consider a double do with a radiator was to paint it black with some wall. 81/2 inches thick, to get more insulation in it. type of oil-based paint. The worst thing that you There has been much made of late about the so- could do for a radiator was to paint it with aluminum called Arkansas system whereby houses were built paint. About 98 percent of the radiators in this Uni- with 2 x 6 walls tp permit more insulation. The first versity are painted with aluminum paint. This was research house the University of Illinois built witha not an obscure researcherhis name was Arthur 2 x 6 wall was in 1924. Cutts Willard, and for 12 years he was President of By insulating the floor and/or the foundation sys- the University. tem, we can reduce the heat loss from about 62,000 As we look at our house designs. one of the things Btu's per hour for the standard house at the maxi- that we can remember is that in the heating season a mum design conditions to about 40.000 per hour at south wall will act as a solar collector. In the cooling maximum design conditions. season. east and west walls act as solar collectors. Another source of heat is internal heat gain. That If you don't think so. drive down the street andsee is the amount of heat that we give off by living in the how many east- and west-facing windows seem to be house. by the applicances we use. and soon. papered over with aluminum foil in the summer. The Council designed the Illinois Lo-Cal House as It is quite possible to produce house plans with the an example, using all the design and construction major areas of the house facing south, thereby with techniques I have described. It requires only ap- most of the windows facing south. Minimize north proximately one-third as much energy to heat this windows. Let the sun shine in. Use passive solar col- house as one built to conventional standards. The lectorsanother name for a window. By carefully average family of four living in this 1500-square- calculating the amount of overhang on the south side foot, 3-bedroom. 2-bath house will use more energy of the house, it is possible to allow the sun to shine in per year heating domestic: hot water than they will 12 to 15 feet during the wintertime through the aver- heating the house. age size window, adding tremendously to the heat The one use of solar energy that will probably pay gain of the house. As the year progresses, the now is to heat domestic hot water. Among other amount of sun coming in reduces. Why? Because in things, we are using half of that water during the the wintertime the sun is at a very low angle. At the summer, when we have a lot of sun available. There 40th parallel. which runs through Chicago-Wash- are some other possibilities. When we are running ington general area, it is about 26 degrees above the an air conditioner, we are throwing heat away. Why horizon on December 21. In the summer, when-we aren't we using that heat to preheat the water that need the sun the least, it's 73 degrees above the hori- goes into the water heater? It is free, and we're try- 54 47 ing to get rid of it anyway. At the National ASSOCia- generating plant in the form of hot water from con- tion of Homehuilders Show in Dallas this winter. I densing the steam used to run the turbines. Why found one manufacturer that was offering a heat ex- isn't this hot water being run under two miles of changer on their air conditioner for this purpose. greenhouses on its way back into the cooling lake, Another company was offering a similar device that and then used to raise cntfish in the 80- to 90-degree could be kidded into an existing central air condi- water that exists from under these greenhouses? tioner. Perhaps the whole lake can he used as a source of I think that we need to consider the multiple use of heat for heat pumps for the apartment buildings or the energy that we have. Heat can he salvaged from houses that could be built around the lake. Lake relatively inefficient operations. such as the genera- developments are very popular. tion of electrical power. The total efficiency of the The development of systems energy conservation electrical generation system from coal mine to outlet has tremendous possibilities. in addition to our ef- in your house is about 3D to 35 percent. The rest of it forts toward residential energy conservation. is lost somewhere. About half of that is lost at the

48 ACTIONS NEEDED BY OUR PROFESSION: RECOMMENDATIONS FROM THE CONFERENCE PARTICIPANTS

Mildred Griggs Associate Professor Home Economics Education College of Education University of Illinois

During this conference we have reviewed the his- Recommendations for Pre-service Professional tory of our profession. assessed its present status. Preparation in Home Economics Education and made tentative efforts to chart its future. We have been stimulated by the wisdom of leaders with- 1. Expand the emphasis from primarily prepara- in Home Economics Education and challenged by tion for traditional secondary classroom teach- persons whose work is closely related to some of our ing to include elementary and adult programs. prime concerns. cooperative vocational education. and teaching The conference format permitted the participants in extension and other nonschool settings. to listen to thought provoking speakers. then get to- 2. Help each student have some understanding of gether in discussion groups to react and make the interrelationship of all the experiences and recommendations to improve the quality of the con- courses in Home Economics. tributions of home economics educators. 3. Provide opportunity for pre-clinical (pre-student These recommendations deserve further discus- teaching intern program) experiences and sum- sion and action. Some of the groups suggested that mer work to broaden educational experiences time be allotted to continue these discussions at sub- with people in real life situations. sequent professional meetings. The conference par- 4. Emphasize the development of professional atti- ticipants agreed to share the ideas and the fervor of tudes and encourage participation in profes- commitment with others back home. The availability sional activities, and professional organizations. of the conference proceedings will help to convey 5. Prepare students to work with diverse popula- such messages. tions. i.e.. handicapped. aging, disadvantaged. The action-oriented recommendations have been urban. rural. etc. grouped into the following categories: (1) recom- 6. Prepare students to cope successfully with situ- mendations for pre-service professional preparation ations encountered in professional world such in home economics education: (2) recommendations as interviewing, contracts. salary agreements. for in-service professional preparation: (3) recom- and unions or trade associations. mendations for teacher educators: (4) recommenda- 7. Prepare students to master the competencies tionsfor secondary home economics teachers: needed by home economics educators and per- (5) recommendations for research and development mit them to waive courses if competencies can in home economics education: and (6) recommenda- be demonstrated. tions for the publication of home economics educa- 8. Provide field and classroom experiences that tion materials. will prepare students for leadership develop- In general the participants expressed a great deal ment via youth organizations. of concern about the future of the profession and the 9. Teach students to identify and eliminate sex professional preparation of those who will carry out bias and sex discrimination in Home Economics. the mission of Home Economics. Some f,f the recom- 10. Include in the goals of all teacher education pro- mendations were listed as a result of someone's re- grams (1) motivation for continuous learning: porting something that is already being done. In that (2) growth toward self-understanding and self- case it was listed to encourage more widespread actualization: (3) ability to work with people: adoption of the activity, (4) ability to assess the needs of people and gen- The following recommendations will doubtless erate programs to meet needs: and (5) commit- serve to stimulate many additional ones. We hope ment to serving others. that each individual will have the opportunity to act 11. Expand the core courses to include journalism. on the ones reported. to share the new ones gener- policy making. business and assertiveness train- ated. and to report the actions taken so that all cars ing and increase the "root" requirements in benefit from the tremendous amount of enthusiastic math, humanities and sciences. commitment that was shown at the "Conference on 12. Stress ecology and futuristic concepts in teacher Current Concerns in Home Economics Education." education.

49 13. Emphasize skill development in public policy of the Home Economics staff in the Office of Edu- formation, decision making, and communication. cation. 14. Prepare students to work with other profession- 12. Identify some priorities for teacher education. als and lay groups to achieve professional goals. 13. Serve as role models for home economists and 15. Strive for greater conformity in the way stu- help them become aware of how the image of dents are taught to write the components of a Home Economics Educationis created, por- teaching plan. trayed, and perpetuated to all factions of our 16. Teach students the history of Home Economics. society. 14. Conduct workshops at regional and national Recommendations for In-service Professional meetings on identifying and eliminating sex bias Preparation and sex discrimination in Home Economics. 15. Support the development of the competencies 1. Engage in formal study to prepare for the highly identifiedfor Home Economics Education in important role of Cooperating Teacher. Competencies for Home Economics Teachers, 2. Learn to use newly developed materials and tech- Iowa State University Press, Ames, Iowa, 1978. nology. 3. Observe exemplary Home Economics programs Recommendations for Secondary and exchange ideas with other teachers. Home Economics Teachers 4. Study current research findings in areas related to Home Economics Education. 1. Increase the involvement within the community 5. Participate in leadership training programs. in order to publicize the home economics program. Recommendations for Teacher Educators 2. Provide advice to colleges and universities about the needs of teachers and teacher preparation 1. College and university teachers need to have re- programs. cent teaching experience in secondary schools 3. Help each student understand the interrelation- or return to public classrooms annually to be ship of all the experiences and courses in Home sensitized to the reality of teaching today's Economics. youth. 4. Collect evaluative data, publicity materials. en- 2. Help meet the needs of the urban education rollment data and other evidence that is suppor- school systems. tive of Home Economics. 3. Make use of Management Information Systems 5. Serve as a positive professional role model for and other sophisticated data collection systems Home Economics students. to determine the types of programs needed in 6. Work with other home economists to identify the each state. unique contribution of homemaking education in 4. Move away from the superindustrial ideas. the secondary schools. strive to humanize the profession. 7. Identify and help students master the essential 5. Assess the needs of teachers and use the data as living skills. a basis for teacher education curriculum deci- 8. Encourage able students to pursue careers in sions. Home Economics. 6. Providein-serviceeducationprogramsfor 9. Prepare for and assume leadership roles when- teachers. ever possible. 7. Explore alternative modes for deliveringin- 10. Teach students to make decisions so they can service programs for teachers. Appeal to busi- identify and solve their own problems. nesses and industries. 8. Encourage more home economists to become Recommendations for Research and Development leaders in a variety of issues related to home in Home Economics Education economics education. 9. Develop an organization or expand the coalition 1. Study the lifestyles of families. (AHEA, AVA. HEEA) to focus upon horneco- 2. Identify problems that families may face in the nomics education needs including legislation, re- future. search. curriculum development. communica- 3. Study the effectiveness of secondary and adult tion. and to coordinate and unify all home eco- programs such as parenting, infant develop- nomics education efforts. ment. 10. Organize a center which initiates. collects. dis- 4. Conduct longitudinal studies of home economics seminates. and analyzes projects which support education graduates with emphasis on the qual- or explain home economics education related ity of the programs in which they are teaching activities. and their characteristics as teachers. 11. Provide support for an effort to increase the size 5. Examine the use of educational resources to pro- 50 S/' vide programs to avoid replications or duplica- 14. Determine the "essential living skills" needed by tion of efforts in given geographical areas. individuals and families. 6. Develop "initiatives" for research, demonstra- 15. Determine the characteristics of students in tion, or pilot projects for building bridges be- teacher education. tween home economics and other disciplines for 16. Establish a "Center for Home Economics" to addressing common concerns such as nutrition conduct research that will provide direct ion for education, parent education, child development curriculum development. education and consumer education. 17. Determine the type of Home Economics related 7. Identify trends which are pertinent to Home Eco- content that is reflected in state-wide compe- nomics Education and determine strategies for tency based examinations. dealing with them. 18. Conduct research activities that focus on both 8. Identify professional characteristics that are the Home Economics subject matter areas and unique to Home Economics Education. Home Economics education simultaneously. 9. Study Home Economics teacher education programs to determine common goals, strengths Recommendations for Publication of Home and weaknesses. Economics Education Materials 10. Determine the characteristics needed by Home Economists for the futureuse as a model for 1. Curriculum developers submit their materials to teacher education. ERIC System or some other clearinghouse to make 11. Analyze public policy regarding "Teacher Cen- them available to others. ters" and the potential roles for Home Econo- 2. Share curriculum materials among states. (Edu- mists in the Center. cators may consider adapting rather than devel- 12. Evaluate programs to determine the status of the oping curriculum.) profession, what is needed, where the profes- 3. Prepare an annotated bibliography of publica- sion should proceed, etc. tions on issues affecting the profession. 13. Make a comprehensive assessment of what stu- 4. Prepare teaching materials on the history of dents learn in Home Economics classes. Home Economics.

58 51 SELF-PORTRAIT OF A FAMILY

Jessie Bernard Research Scholar Honoris Cause Pennsylvania State University

Since we meet under the auspices of a university, Was that right? I lot you [Imp music. Was that right? When I feel I must begin by giving proper academic cre- you are elder, will you rogrot not having any musical training? Etc. I have nover fumed you to do anything. Sewing. dentials for building my talk around letters, a quar- typing, you have played with and then dropped. Shuuld I ter of a century of them between me and my daugh- havo put more pressure on you? Will you thank me fur not ter and two sons, no longer children now but chil- having demanded more of you. Have I allowed you to he less dren when they wrote the letters. So I hasten to re- than you are able to be? If I had forced you to continue with mind those of you who may have taken courses in music you might havo been able to play piano. Ditto dancing. sociology at any time that one of the great classics in ditto sewing, ditto typing. etc. Have I really done you harm by not forcing you to develop these skills? I often ask myself the field is by W. I. Thomas and Florian Znaniecki, such questions as theso.... The Polish Peasant. and it consisted of family letters between immigrants and family members in Poland. I still don't know the answer. I was forced to take Also, that in 1942. a distinguished social psycholo- piano lessons and practice. No residue remains for gist, Gordon Allport of Harvard, pointed out that all those miserable hours. My daughter's equipment letters constituted a neglected source for the study for musical training was no better than mine. She of "dyadic relationships" and especially of parent- was not invited to participate in her music teacher's child relationships. So I come with proper creden- recital even after she had worked long and faithfully tials. Nor, may I add, is working with letters an easy to prepare for it.Still, would it have been good way to study a family. The book based on these "character training" if not good musical training if I letters which will be published by Beacon Press and had insistedif, indeed, I couldthat she continue? appear next summer was the hardest I ever worked Friends, school work, clothes, and always, of on. Not only because the contents were so stress- course,money,areperennialissues between producingI could not work on them too long at a parents and children. I have selected two of these time because they produced stress symptomsbut friends and clothesto illustrate them, again with also because it is not easy to assess the significance my fourteen-year-old daughter. First a word of back- in all cases. A letter might have quite different sig- ground. My daughter had become 14 in the summer nificance according to the context in which it was of 1955. She was going around with 18-year-old placed. Nancy, the daughter of my children's care-taker, Still, although I am not at all sure that I have neighbor, and dear friend. Nancy had just gradu- wrung all the meaning out of these letters. I have ated from high school and was looking forward to learned a lot. I have selected for presentation here college in the fall. I had nothing against Nancy ex- topics which seem interesting to me as throwing cept that she was four years older than Dorothy Lee, light on parent-child relationships: that she was ready for adult experiences, that she There may once have been a time when parents had served her adolescent apprenticeship. She knew exactly what to do with respect to every issue moved in circles already assuming all the preroga- they faced with their children. Not only that. But tives of their new status, including drinking at they also knew they had the support of the commun- parties. It bothered me that Dorothy Lee was going ity back of them. They did not have to worry about around with young people so much ahead of her in the wisdom of their decisions. Right was right: their development. She, of course, loved it. The asso- wrong was wrong. What parents decided was the ciation with these friends had been, though only one. way it was to be. I doubt if discipline was ever easy: of the factors that had persuaded me to send her but it was less hard under those circumstances. We away to school. I had hoped that separation would hear a good deal about "permissiveness" today. As not make the heart grow fonder. A cop-out? You though it was always a deliberately chosen policy. might well call it that. Often it is merely recognition of uncertainty. In a But some of the 18-year-old circle of friends were letter to my foUrteen-year-old daughter I wrote, in school in Philadelphia, within easy range of Doro- December 3, 1955: thy Lee's school. So in one of my first letters Septem- ber 20, 1955, I wrote: ... It is very difficult to know what is the best thing to do for

a child. I am not at all sure that the policy I have followed is . I was a little bit worried about your insist( on f re- the right one. I have been extremely permissive. I have quent trips to Philadelphia. I want you to makr^,. ads at allowed you to do very much as you have pleased. I some- school and spend time with them. The Philadeii..1 girls times wonder if I have been right. I let you drop dancing. have their own friends and although they will always be

52 nice to you It is bolter for you to slick with your own ago group. or at least with the school frionds 'Ton, in one of the host written lot tort; of the your. with the least number of misspelled words, she re- My objectives escalatod during tho fall and during plied, two days litter (Dec. 5 and (1,19C): the Thanksgiving holidays they became oven more Door Molitor, vehement, ro-inforcod by my first letter afterwards I got your latter You^ reasons for not wanting repeating my concern. Her angry reply, Dec. 1,1955: um to spinal He notch limo with Hutch. I have to maim with you on Homo points hot:luso I can tem you aro right. dui I I lust got your Intter of lho 20th. It makes me rather mad think you have to take into considoridion how I fool eland that you say 1 can't spend as much time with Hutch and Hutch and tho aihors1 low) her like hor friends very those kids as 1 have been and want to do. 1 will spend time much. You can't make a parson break away from a group of with both because I like both and I think I should be the one peoplo becalm) you know it's t etst, 11 lu s to conic Irmo nut to decide who I want to be with and when. 1 can't sea any and 1 don't fool 1 can or wool to. Perhaps wit con compro- reason why 1 can't spend as much time with Hutch and mise. 1 hope so. . Jenny and tho others as 1 want to. Please writn and tell I'm not sure what the compromise turned out to me why you havo decided I can't spend all the time 1 want to with Hutch. 1 like hor and I have fun when 1 am with her anti be. But she did show the letter to a room -mate who I don't think you have the right to toll me who 1 can see and said Dorothy Lee did "run around with kids my own who I can't. 1 hope you will change your mind about Hutch age hero." Time was un my side. Little by little she and my friends for this is something I feel very strongly did become increasingly absorbed by her own age- about and if necessary I will fight you. I am sorry. I love you group activities and as the years passed the four- very much and 1 hate to fight with you but here 1 think you are wrong. Its my lifo and 1 want to have some say on how I year difference in age betWeen Dorothy Lee and live it. 1 always want your help but you can't have tho right Hutch became less and less relevant. Even long

to say who I run around with. Love you very much.... stretches of separation did not destroy the bond between them. They remained loving friends. So, as so often in the letters, as much to explain the Clothes run a piatty close second to friends as an situation to myself as to her, I did write to tell her issue between parents and children. In November why I had decided as I had, beginning with com- Dorothy Lee wrote the". sF,f, was spending $35 for a ments on the stata of belligerency: formal. My reply, Nov. 30: ... First of all. let me say how sorry 1 am that you declero Dear Dorothy Lee. war on me, A mother cannot fight a child. She is licked be- Yes. indeed, the money sitmtion is gittLtg rather serious, fore she begins. 1 have moral responsibilities (as well t:s isn't it? I am sure it did not take S10 to go to the doctor in legal ones) and 'oere is absolutely nothing 1 can do to riaku Philadelphia, so you must have some of that money loft. And yoti do anything. I have to take care of you. No matter what are you sure that you must have a $35 dress? 1 can hardly you do! must take it. A mother has no alternative.cannot believe that a Friends' school would require that. A 14-year- evon tareaten you. And I certainly cannot tort, mu in old girl doesn't need a $35 dress Lot me look around room or chain you in the house. But you cannot expect moto St-ate College to see what they cost here. 1 would say that ,pprove of everything you do tDec. 3, 1955). you should not pay more than $15 at Mfg. And it should be a dress you can wear often. Noose do not think that you are Still, I did feel 1 o,,Ted her an explanation of what 18:"vs old, even if you do associate with girls that age. A must have seemed quite an arbitrary dec;-:an. So I fore al can be the least oxpensive kind of dress since it is offered one: not worn often. lc is the evoryday clothes that hate to he good. 1 suppose ballerina-length is OK, isn't it? 1 certainly You ask me to tcli you why 1 have decided you should nut don't think you should have a long dress at your age. You spend so much time with the older crowd. and of course 1 are nicest and mo t attractive when you a ra ictine your age ant glad to do so.... You aee entitled to know the basis of which is 14. As soon as you try to act like the older girls my decision about your compsnions. One of the most impor- you aren't nearly so attractive. So please got a dress that is tant is also one of the subtlest, and I am not sure you will suitable to your age. As 1 say, let me look here also. When understand. It is this: when you tism:Iciettl with the-.a older must you have it? . I will let you know what I find out girls and boys you are in a special. unusual, position with about dresses here tomorrow. In the meonwhile. all our respect to them. You learn a kind of behavior which is not love. Mother. that of an metal among equals but that of a pet, a -mascot,- a sort of privileged, protected. position. You should be True to my promise I did make inquiries and re- having experience in meeting penp.3 o7 your own age as ported them the next day (Dec. 1, 1955): equals, not as a pet. act as someone whoindit'ged. !don't expect you to understand: 1 expect. ,.oti to .'any Further- I asked Josie Tomlin what girls wore here and she said more. ask yourself what you would think t.a girl's mother they didn't wear formuls yet. So you will have homily any if she were some other girl. who perm,tiod her to go to occasion at all to wear one. The most you will wear it will be parties at the age of 14 where drinking took place. Frankly. two or three times. Don't you think it foolish to put so much what would you think? You would think such a mother money into a dress you will wear so soldom? ... Did the didi.'t care very much about her daughter. A girl of 14 has school say it had to be formal? There are lovely ballerina- absolutely no business at t party whero drinking is going on. length dresses that could be worn to parties that would he It is not that I don't trust you. It is simply that this is not the much more practical. ... If you positively must have a kind of party for a girl of 14 to attend. You will find your formalwhich 1 disapprove of in a 14-year-old girlget one own age group dull and boring if you become used to college but get the least expensive one you can find. Explain to your .parties. 1 feel as strongly about this as you do. True, as you friends that your mother is an old fogey who doesn't like to Say. it is your life. But 1 do have the right to say whom you spend much money on garments that will be worn only a run around with.... couple of times... .1 send you lots of love. ...

60 53 This hitter enraged 13orot by Leo. She returned it part In my heir wen eel in hunt lecelien nu per leeks end gmuirully provolont otyloo. This criticism lilt mo hard at angrily with her reply written all ovor itin hirgo first, but I occuptod the fuel 111111 they probably know nine)! letters (Doc. 3, 1955): !tinn-) like thin better then I. Se wit) inuch rennIderetlen, I benne Ie reeve my pert dawn. Te conclude: it milker' hide Door Motin'. I am Hooding you back your lotIor.I don't difference W1111111/1 in how my hair IN partial, but I fool 111111 want to twor hove to look atII again.II milked mu very my pours Inivo n hottor 'chin uhout contomporary rilyltoi. . angry. You can't got a formal for $15. You only use them lo (Nev. 12, 111(1:1) formal parties. Evoryone gents Ihom.Itun gulling 111111 my way. I maul It for the 15th and I won't have you molting 0)11(1 fortunately I know when I was licked. The issue did for mo. If you got mu ono I will not wear itI can got my own not arise again. clothes, I was a working mother. Which means that in addition to the guilt all mothers fool I had the addi- In the margin where my letter had said "I am sure tional burden of feeling I was away from home too Franny won't have a $35 dross, nor lots of other often and too long.I used to laugh sardonically at girls," she wrote: "I don't give a damn. Lots of myself for running all over the country to talk to others do." And where I had written "I certainly other people about their families while neglecting don't think you should have a long dress at your my own. And I seemed to demand all too much re- age," she wrote "lots of kids my age do" and to my assurance from them that I was not neglecting them. suggestion that she get a ballerina-length dress in- I was always explaining why I wouldn't be able to stead, she wrote "I don't want one." All's well. see them off or meet them on their return. Thus, to fortunately, that ends well. This episode did. The David, explaining why I wouldn't be able to meet him fracas over the formal ended well. It turned out that on his return from football camp: ". ..I was asked to though she had planned to buy a $35 dress she had attend this meeting before I knew when you would not actually done so. Two days later she wrote (De- return from football camp.... But you are used to cember 5, 1955): having a mother who is away at meetings all the time. I hope you don't mind... ."(Aug. 9, 1964) And Dear Mother.... I got my formal and it's 1ho most beautiful then his loving reassurances: one I have over seen. It cost $17.95 and the shoos cost $4.95. I am very proud of myself.... I am very happy and I want you to see it at Christmas...... You ask what I must think of a mother who is always off at meetings. Well. I like it. I don't like it when you are off for Dear Dorothy Leo, Yes. darling, I am very proud of you and more than a week. I do dislike it when you mnke mo feel very your ability to buy a pretty formal for $15.00. That was very had when you center your life nround mo like that. Sure I good. Was it n hard job? Did it take a lot of shopping love you very much but you yourself said that it is bad for us around? Who went with you? Do the others like it? What to be together all the time. Then you start making a fuss. color? etc.... I love you oodles and think you are a wonder- "Oh, I'll be gone for a week. lonving you all alone with the ful little girl. bog pardon. young woman.... (Doc. 7, 1955) Soymours." Or "I'll leave you nil nlone for 3 days." But I don't mind. Don't think I am trying to hurt you by saying this Dear Mother. Thank you for your lovely totter. It makes me but I think it should be out before you start turning down very happy that you are not mad at mo. ... My formal is other things. Remember I love and love and love you very really lovely. It's white with silver through (12/8/55) much. ... (Aug. 15. 1964)

Dear Dorothy Leo. The dross sounds love. I would love to see I suppose all parents insist that they are abso- you in (Dec. 11, 1955) lutely fair with all their children. No favoritism. I made a fetish of equality. I felt I was treating all of Finis formal episode. I think she won that one. them the same. Of course. as you all know, that is In the case of one of my sons it was hair, not yet impossible. I was four years older when the second the shoulder-length bob or the long pony tail. That child was born than when the first one was and five was to come later. But an issue is an issue whatever years older than that when the third child was born. it is about. In my son's case it was where to part his They were quite different people. It seems to me I hair. Like other mothers throughout the 1960sI was harsher with the second, a boy, than with the brashly took on the issue of hair, only to learn that first, a girl. Thus, for example, when my daughter, here the peers had all the advantages. "I feel less homesick during the first term at boarding school, strongly about your coiffeur" I wrote to Claude after wanted to come home, I said, of course. Come home berating him for his weight, smoking, defensiveness, tomorrow. When the second child, a boy. was also and miscellaneous assorted sins. "I do think the part homesick during the first term at the same boarding is too low and gives your head a lopsided effect. school, I wrote, grin and bear it. When I mentioned it to you ... you replied that you Dorothy Lee's letters during her first year at were going by the advice of your peers who said the boarding school were full of her activities but all farther down on the side the part the better." through them there ran a thread of ambivalence. Gently, politely, I was put in my plade: She liked the school but she wanted to come back to ... when at George School last year. my room-mato and go to the local high. Could she? (Sept. 24, 1955) She several others mentioned the fact that the location of my would explain why when she came home; it was too 61 54 hard to do It by mail because she couldn't spoil well Dorothy Lee time between the bays dud me, enough (Sept, 29, 1055), Ireplicad immoclititoly with Dorothy Loo's style was more informal and inti- aver -kill, YOH, by all moans; 1110(1 told her so in ut- mate and more constant over limo. Der letters From most every letterI had written, In fact, she didn't London when she wits 20 years old begun with "Dear have to stay at boarding school (WOO this year. Sho Mania" and oven a year later, wore still beginning could come home at once. Silo did not have to HMI/ with tht solutti don. In the boys' hitters there was there. WON this perfectly clear? (Oct, 5, 1955) In beyond early childhoodmore distancing oven lit an November. still disturbed by the tenor of her hitters earlier ago. Dorothy Loo's ran the gonna l'rorn the I was all apologies and self - lashing: I had sent hor to orthodox "Dear Mother" through such variations es the wrong school; I had hold her to too high stand- Door Mom. Mama dear. Mama love, Mama my ards;I had expected too much of hor;I had not love. Dear Mo. Dear old Mn. It was incuncoivuhlu shown hor enough love. ... (Nov. 6, 8, 1955) Bythe that either of the boys would address me OH Ma, let end of the year she had comp to love the school and alone as Dear old Ma. was already looking forward to the time when her Claude's salutations varied widely and quite brothers would be going there too, Had anything I imaginatively, but increasingly depersonalized as had said or done made any difference? I wonder. I part of his distancing. As early as the ago of 14 he do not know. addressed me playfully as "Dear old Lady" which Four years later. in reply to Claude's first letters was as near to Dear old Ma as ho ever came. A few from boarding school in which he had expressed his years later, I was Dear Breadwinner, Lonely Mother, concerns I wrote: Dear Banker, Dear Parent. Dear Mentor. Dear Pro- vider, Dear Correspondent, and, tongue-in-cheek, ... Don't worry! It seems to me you worry all the time and Dear Dr. Bernard. David was consistent in his "Dear then think of things to justify your worry. Of course you miss Mother" with rare variations like Dear Glorious me and the pleasures of home. But match. It's very pleasant Mother. He reserved his variations to his signing-off. not to have any work to do or responsibilities to meet. I have the same feelings. It's hard to got back to work and I don't For they differed also in the way they signed off. look forward to it. But by now you have probably licked your The closings also changed with age, becoming less feelings. But you make me worry when you worry so much. intimate, more formal in the case of the boys. There It won't be long before you are home again. What good is it wore Dorothy Lee's straightforward "love," "all if you worry all the time? Just learn to live with yourself and love." or "all my love" or "love you very much" or "I your problems. I'm always here ready to help you when you really need it. OK? Lots of love, my dear boy. Mother. love you" with, once in a while, an implied rebuke like: "How are the boys and the dogs? You do have a Why the difference? Was it because I was four daughter too. you know." Claude's valedictions were years older? Because I had learned by experience simple; most were a simple "love." In the earlier that in time he, like Dorothy Lee. would learn to love letters an occasional "much love" or "lots of love" the school as she had? Or because she was a girl and or "all my love." Once at the age of 18 he signed him- he a boy? Or because she was she and he was he? self simply "me," and once "your son. Claude." Fairly early. I might note parenthetically his distanc- Bigger Than Life ing took the form of illegibility. It got so that I could scarcely read what he wrote. Most of the letters gave my perspective on the David's signing-off as a small child had been full children. They showed how they looked to me. But of kisses in the form of Xs. sometimes pages of them. how did I look to them? Always bigger than life. They continued, in moderated degree, until he was a When. for example. I asked David how big my two junior in high school in Barcelona. Even there the distant cousins in Bucharest were in order to know earlier letters still included kisses. But they gradu- what size gifts to send them. he assured me they ally subsided from 10 in September to 3 in November weren't nearly as big as I was. Several years later and by December they had disappeared. His "much when I asked a friend about the matter of size when love" varied from time to time with topical varia- he also visited them he replied that they were at tions such ascapitalized"MUCH LOVE TO MY least a size larger than I was. So the sweaters I sent GREAT MOTHER" or "all the love in the world" must have been a size too small for them. Even when with 10 Xs or tongue -in- cheek"your fan." the children towered above me as they all did after Large as I may have loomed in their lives, how- the age of twelve, I loomed up in their imagination as ever. they were never particularly impressed with far bigger than they. my career. In later years they were even surprised Similar though they might be in their perception of by it. They had not seen me as a career woman, only my size. they differed among themselves in the way as a mother. Bigger than life as a mother I might be. they saw me. One of the first things that struck me Not. however, as a professional. Although they knew as I re-read the letters was how differently the three that I wrote a lot and raced all over the world giving of them addressed me. A different relationship was papers hither and yon, it was not until they reached reflected. There was less distance between me and college that they began to be exposed to what all

55 62 that writingWitt-i about. I onloci Kara only Hiroo An/wily, fey 1111) first time in my 111(1Ifelt Ilku Inside Ih,i. letters in which their rosponson wore like. Thu first iird'H (laughter, which in soinewlial strange. Even with is from I)uvid; your friendsI huva always hmen BorolliyI,uiilitssio's (Loughlin', who is , I don't1111111111111In11111111'1All Dour Mother, I lust hammiest to bay() been leafing through through life like Ilitit,1.(11 nits assure you though I do ittiley a ropy of Playboy when I canto acres» your name. Imagine, being your (laughter. , ono of Ile Iii Hl11111131/1IWIIIII(IIIXIMI:t i(),I read your hitter [which had Imon solicited by the IIIIIII/f/11 111111 tho reply mid In roply to n letter that11118not survivod I wroto, I lust00111111011(111) write this 11111 letter to my favorite throe wookH later, that it bothered me if Hho felt com- To me your letter and its criticism of the I lunt article petitive, "I fear," I wroto,you think you have to rammed so tame and reasonable that I couldn't imagine that linvo a profession and write books because I have n social anarchist hnai !mon behind such II nefarious plot. done so." And, some time later; "I fool awful that Obviously, if you concede an inch I() 111()He women they will bury you. Seriously.I thought that your letter WIIH very you worry about living up to me. ... Please don't reasonable and I found myself agreeing completely with think I expect great things of you. All I want is for what you said (how engaged.... Of course what struck me you to be just what you are, precisely that, and no WIIH not the label ratlicel that !hint pinned on you, but the more. ...I want you to live a full and complete life, type of pichiro of the radical that you had become heckler, but your own. .. Iwill try to help you discover what tearer of helpless infants from the breasts of their mothers, Mc. Knowing that you nre a radical, but ono with much you want to do. . .. Well, enoughpreaching, dar- more sophi9licatod tactics than of the radicals Iltint fours. ling... ." I couldn't help but laughing. Your fan, David Bernard Like many other members of her generation, she was not only a non-career woman but an anti-career The second letter was from the older son responding woman. She succeeded at everything she tried but to a newspaper report of a debate I had participated was unwilling to commit herself to any establish- in with Catherine Chilman at the meetings of the mentarian profession. American Home Economics Association. We had All the children gave me good marks as a mother been discussing the differential impact of marriage when they were small and, though more discrimi- on men and women: natingly, still do. Still, how much credence can one put in letters from children to their parents? How Dear Dr. Bernard. A friend of mine has just shown to me an "true" are they? How sincere? Researchers are article describing a debate that you had with Dr. Catherine Chilman in Cleveland a week ago. You are supposed to have always plagued with the problem, how valid are the stated that marriage is not good for women, but is good for answers they get from people to their questions? men. I am about to get married. At feast I vies before I rend Historiographers wrestle with the same problem what you and Dr. Chilman had to say. Now I have grave with respect to their written documents. Elizabeth doubts. I don't want my future wife to be moody and un- Hardwick raised this question about the letters of happy with her new position in life. We do not plan to havo many children. and none at all for a few years. I still, how- Edna St. Vincent Millay. How, for example, recon- ever. do not understand what it is you have against mar- cile the cheeful, happy letters she wrote home to her riage for women. You. yourself. are a mother of three and mother with the actual suffering she endured? The must have been married. Are you saying that man and same questions can be raised about the letters of women should not got married, but that men and women Sylvia Plath to her mother? Or Virginia Woolf's let- should remain single. but live together? Isn't that against all religious and social conventions? I like the last part of what ters. How well can parents understand their chil- you had to say about smaller families and about the fact dren from their letters? Or children their parents? that women will take on a larger share of the financial re- Did the invariably loving letters reflect the chil- sponsibilities in the family. I am also glad that you don't dren's "true" feelings or attitudes toward me? Were think that the institution of marriage will come to an end. I the expressions of love and appreciation merely con- am very interested in what you have to say about marriage. but I am still confused about just where you stand. Please ventions? let me know. Thank you for reading this letter and consider- One cue was available from the way I looked in ing my problem. Sincerely letters to me and in letters to one another. Some of the letters were "overt." That is, they reflected rela- The third letter is from Dorothy Lee. My profes- tionships that I did not have to be protected from or sional career was more of a threat to her than to the that did not have to be protected from me. They were boys. They would not be judged in terms of it; she simply additions or postscripts to my own and were almost certainly would be. From London when she meant for my eyes as well as for the recipient's. But was 20 she sat next to a recently divorced man at a some of the letters were "covert." They were not dinner party who had just read my book on remar- meant for me to see. I did not always look the same in riage and taken it seriously. She wrote: the two kinds of letters. Thus, for example, in one letter to me Claude at 18 was faulting me for lack of I find that hard to believe, not because I don't think you discipline; I had never forced him to go to dances or know what you're talking about. Its just that you're my mother anyway. I always have the feeling you sit down and be pleasant to girls. The result was immaturity. Four make up a book. "Dorothy Lee, you know I've just had a years later, though somewhat mellower, he was still good idea. I guess I'll put it in the book." I am only teasing. faulting me as a mother. Now, for overprotection. 56 63 lint not at all tilt, 8111113) !Within' calm) through in 11 In collating thos( !odors I woo 01111411(01 W1111 iho )altar 11(1 Milt() to 1118 8181(11'-11(11 111011111 FM' 111V OVIIH 110cm-8ily In ho Holoctivo, I wantod originally to pro- which only rocontly cam) to my attention, Now lin soot thom simply 118 (11:11111(111114, 11111111)1.111.01(111, 1111 Bolos, my "lifo is 0110 of Htotofficol polom (old 011(11'11- 1111111VZ0(1, I111 1111H 10')V(1(1 11111101111111111,IW1111 1(11(1 10 11(1118."I OM "t00 01(1 110W to ho floxiblo )nough to "14111(101'" MOM, Hut "rondoring" mean) omission, it stop out of mould and muffin° things 011 111101110'11- mount soloction, And this, of 00111101, 10101.I(11(1 1101 rONH1(111111 1111818, .." 1.11011, porluips fooling disloyal W11111 thiti III 101 1111 0140 1 rip. I W111011(1 111(1 01111(11'011 10 or guilty, ho addod: "Yot Rho isn't fialdY- 11 11101'0 1111111 straight mon for mu. 1 1111111(11litall daddy in that eha always looks for now ways to sure how wall I have succoodod. Claud() thinks I may tackle those sociological mattors that coma within luiyo loanod oyor backwards. That dm children the realm of her concorn." I rocognizo mysoll in all corno through moro syrtwallinlimilly Ilum I do. I'm throe accounts. 'limy worn all true, ovort and cavort not at all sure how any of IN coin() through, I 1101)0 110 alike. I Wits too soft, I was too rough, I was too pro- 111111 people. occupied by my profossion.

64 57 SUMMARY AND IMPRESSIONS OF THE CONFERENCE DIRECTOR

thizel Spitze Editor, Illinois 'I'eacher Chnirpersen, I Imo Economics Education tiollege of liducation University el 111111018 at Ii111111111-(31/11111)1111411

it is worthy of note that many of the participants Professionals need assistance in self-fulfillment. (listed on pages 62-66) paid all of their own ex- We need to he more philosophically oriented and penSeS to COO to till (311011(0, and a high per- less 1)111Hk:1111y oriented. centage paid at Iciest a part of their expenses per- We need to listen to the non-conformists for new sonally.. This indicates a commitment that may be Hens. uncommon among professional groups. The manner Teachers should be paid for time in in-service edu- in which invitations were extended is explained on cation. page 1. Teacher educators need to be involved in urban The speakers were chosen from among the out- education. standing home economists and others who had ex- Universities expect too much of the Cooperating pertise to share on the subjects to be considered by Teachers. the conference. They included high school teachers, Universities should choose Cooperating Teachers teacher educators, supervisors, deans, sociologists, more carefully. a psychologist, and an engineer. Responsibility is more important than account- An important part of the Conference was the dis- ability. cussion sessions held each morning and afternoon. In evaluation, we should look at the input as well Eight groups, which remained the same in member- as the output. ship and leadership throughout the Conference, met If tree roots are pruned before transplanting, the for about an hour four times to discuss reactions to tree grows better. (This was in the context of the speeches and to make recommendations to the the roots of Home Economics. Do we need to profession. (Leaders and recorders are listed on the prune? If so, how? Pruning does not mean elimi- inside front cover.) Groups were asked to consider nating a root.) possible resolutions for our professional associa- There is often a conflict between the demands of tions, needed legislation, changes needed in teacher students and the demands of administrators. education, ways to increase the effectiveness of per- We need to prepare teachers to understand prin- sonnel in our field, suggestions for professional jour- ciples and to synthesize. nals, needed research, goals to strive for in the The period of pre-service education should be ex- future, and to make whatever recommendations tended. they wished. Home economists should police their profession The Conference also had a "Listening Panel," and screen out the incompetent. chaired by Mildred Griggs, with a member assigned Effective teachers are the ones who clean out to each discussion group.This Panel listened their closets every semester. throughout the Conferenceduring speeches, dis- Paid internships in centers for the disadvantaged cussion groups, coffee breaks, meal timesfor ideas can help prepare teachers who understand and that might lead to recommendations. care. The summary on page 49 was prepared by Mildred We need to add a home economist to the AVA Griggs from the contributions of the Panel and the staff. notes from discussion group recorders as well as her We need a joint project of AREA, AVA, and HEEA own observations. to define and delineate home economics. I, too, listened to discussion groups and other con- We need to recruit more males and more minori- versations, as well as speakers, throughout the Con- ties. ference and the following quotes or paraphrased In-service education on one weekend per month ideas are some of those I found interesting. would be acceptable to many teachers. We need to define Home Economics Education and We need to identify the educated home economist its objectives. in terms of Bundy's images of the future. We need to be concerned with quality in our work. We should focus primarily on values, interper- Skill development is important but ideals and sonal relations and management. visions are necessary for growth. Process is content too, an important part of our 58 65 theory. (I hove found Weis Hu Promo, (IS Hi(inel education for touchers nod other home Content very useful her(),) economists? We need a 1(11 of local NM Hitullon, On the final (ley of the Conference we lied some liulormriultatotiiind (III or us---mod 10 study the lime for 11111110 participants I() discuss 111(1 recom- history of Homo Economics. mendations of the discussion jiroupti. Despite mime Teachers need to) 1)0 ()rewired I() work with youth technical problemsinvolvedingellingwritten organizit ions recounniodlitioti illhl 11() heeds of ell participants We need mere holm) econernisls in quickly to power outage In 1110 University of Illinois Teachersnt ell levelsimedself-understanding. College of Education!), we (11(1 discuss some prob- Teacher educators need advisory committees of lems 1111(1 issues. secondary teachers. Expressions of thanks for the video of this (=Fer- Classroom teachers should he models a geed enc:0 were nettle end next slops talked for. Some kilt management. that the occupationid aspects ()I' home economics Professionals 11(10(1 support systems. education had been slighted here; others loll that We need to he sure thatall of the sponsoring the sidijock bilked about 11(1(1 upplied I() all espec1s. groups of this conference receive all the recom- Some fell that there should have been more repre- mendations. sentatives of community colleges end tochnicel insti- We need to toll our story in pointed anecdotes to tutions here, more business and industry represen- legislators, administrators, and others. tation, more administrators especially state direc- We need a bibliography on issues affecting Homo tors of vocational education, more males. Some Economics Education. (Illinois Teacher office asked for promotional and recruitment materials has one contribution to this need.Itis "A from professional associations and suggested that Selected Bibliography in Homo Economics Edu- they be displayed at conventions. cation, 1966 to 1976," by Sarojini Balachan- One person recommended that next steps bo im- dran, Assistant Professor of Library Adminis- plemented by the "management by objectives" tration, University of Illinois.) model, another suggested sharing highlights of this We need more research, conference with administrators and expressing We need to effect a better and stronger communi- thanks to them for the privilege of attending. One cations network among teacher educators, voiced a need for a more unifying organization of state supervisors, and secondary teachers of teacher educators, ler urged the involvement of home economics. (We at Illinois Teacher would secondary teacher: acher education meetings. like to think we have a contribution here, and One participant wwl(e.d for a conference such as we want all of the above to tell us how to do it this for Cooperating Teachers, and another asked better.) whether we need a current survey of the employ- There were also questions raised which I found ment of our graduates. stimulating such as: In the discussion on the definition and purposes of How can we publicize our good programs? Home Economics, it was pointed out that a "mission How can we share curriculum materials? (One statement" from AHEA is not a statement for the way to do this is the AHEA-ESAE section Cur- whole profession. riculum Showcase at annual meeting.) It was pointed out again that the mission of home How can we learn more about how to influence economics education is broader than the prepara- legislation? tion of certified teachers, that the College of Educa- Where can we find more programs that are not tion should be the place to go to prepare for any kind largely cooking and sewing? of teaching at any level, in school or nonschool set- Are we as home economists jacks-of-all-trades tings. (and presumably masters of none)? One suggestion was made that the next steps be Questions to ask when we are deciding on skills to taken by regions. Perhaps they will be, for several teach: states or regions have since reported to us their How often do I use this skill? plans for follow-up conferences. How well can I do this? Despite the fact that no momentous decisions How has home economics prepared me to do were made and no insoluble problems solved, most this? participants agreed that it had been a profitable How important is it for a homemaker to do this? three days and that they expected positive results Is there sex bias in home economics? from the Conference. What are our unique contributions as home econ- Since at the final session the group had voted to omists in solving today's problems? respond to a questionnaire to report what they had How can we strengthen our work in the affective done, such an instrument was mailed from the Illi- domain? nois Teacher office in May 1978 and responses were How can we promote more continuing profes- received from 65. This instrument is shown below

59 se with ximplori lliti nox1 111(110(111Hk who reHpended In Ihn(leer II) lIlilire.

Thlink yeti for condom In Ilse conference on Curren! Concerns in Homo Vconemics nod For vellum 111 Iluil lest session I() respond I() n fellow-1u) queslionmilre riquirdle)4 "next )(lops," Neese rehire nil ininieW idols us possible so I con met Ihe results Into Ihe Proceeding)). Lot's lie ren11011c and hones! while m1(114)1)110

Your mune Nal I Ion

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I)Id you find the conference As 11 110-111I1 of OM 1:011r111'01100 W11111 (10 V011 011111 10110 01' cluing() very inspiring or Hpil'i Iles In your consumer 01' CiliZ011 l'010? 1 2 3 4 5 Ei 7 111(14ml-14)1)010k:111 activity. (23) (25) (14) (1) (0) (0) () Imam atom of future impact of present consumption habits. vary informative or dull Rend more about inflation and energy. Work with nursing homes and involve my students. 7 1 2 3 4 5 6 Learn more about how logishition ill routs family life, (13) (30) (18) ( 1 ) (0) (0) (0) Change my consumption behavior and reduce waste. up to expectations or very disappointing Inform others of women qualified for administrative positions. 1 2 3 4 5 6 7 Ho a consumer advocate. 1)emonst rate in my classroom my beliefH ()bout conserving energy. (26) (19) (II) (5) (1) (0) (o) As a result of the Conference what do you plan to do As a result of the Conference what do you plan to do or change or change In your "writing time "? In your job? Make n priority list of topics to write about. Sort out my priorities. !Inv() input in curriculum revision. Get oducntors in the state to identify what they nil) doing about the Get busy with dissertation mid use ideas gained. "concerns." Find some time instead of just intending to. Include news article in alumni newsletter. Increase it nnd oncourngo others to do se. Organize faculty for research efforts. Got a manuscript off to a publisher. Write morn proposals. Get my research written up. Manage timo hotter. A report to my superintendent on what happened here. Be more humanistic in my teaching npproach. Be more future oriented. As a result of the Conference what do you plan to do Clarify my personal philosophy in writing. or change Encourngo assertiveness. Inform teacher educators of ways they can help us high school In your personal or family life? teachers. Bo more loving and humanistic. Reactivate my membership in League of Women Voters. As a result of the Conference what do you plan to do Lose weight, increase exercise. or change Plan for family time nnd value it as equal to professional. Listen more and direct less. In your professional association? More reading time. Plan a follow-up conference in our state. Be a better person. Write for its newsletter. Consider a change in employment. Work for the Home Economics Education Section in AHEA. Go back for a doctorate. Be a speaker on Current Concerns at the next state vocational con- Explore a return to simpler lifestyle. ference. Share speeches from this conference at meetings. Other: Help improve programs. Keep up with new friends made at the Conference. Be more assertive in proposing positions. Find time for myself. Encourage involvement in legislation. Enjoy Bundy's idea of leisure as a state of mind. Stop "letting George do it." Examine attitudes continuously. Participate in selecting good leadership. Invite Bundy to our campus. Attend AHEA. Put professional responsibilities ahead of personal gain. 6'7 60 AH It 1'11111W-11p of thin Om fortincts I think Ilttprofession should lake llama ninny mod:

VIII Toitchor or oilier lotrilithi 1'1041011 grand 1101111011 loom. iso milsit dos 1111111,1 IIIIIIIInes'Wit, I I ur Aak prnvuulllvn111111011111W

A tioritia on Illo ohullallgen prottiotiloil by Et11(1 ( Inuludum01141111 1115111161humus V(1011.11115lnly itlionlittimitoitiin Yur In riorvico NI 0114011AI I 111111 gill 1111(Irintt1 Ion for NIE Misty. WIWI VIM WI'mull In filial, rn11nl for uctyI Mill Morn fur Om rowiltiilikry Disismiltmlo Woos from shorn I muc51rnn mid souses, via Ittmitilti I 14 111 solutions, Writs, morn propomilii, Kttop Iw lip to dto, Pullman a unified push oil noisloil topics Abstracts of Important Eyeball° our roots mid111111 %VIII)!In111111111111, 1111111ln' 111111111 111,1111111101 11IsW11111111lu11)1 111111111111 tI Vitt state or regional groups 1.'I'Ill) Io11411)11111101 1110 11100 11111111 hollow up confortincii of this ono Oman. hoiniaverk Provide opportunity for upon (lobo to. 11111'851 MI II 111)111111TOto1140111111111 It Mare speakers and diologiiii on futurism, I11111111111111111 11101111111/11 1111 1111)111. Lot tailttionto economists Itiow what tvii ism do. Workshops on "mainstrisiming," Via 11H0111'Cil ()Ifni, to ho on program, Work with NIE, Expand momborship. INcumilzu %/Muff of tinfoil prnlunln ns well us Ilia minim' duller llon't try to bo too broad iit ouch stialiits, Soloct spool fic goals and implomont thotn. Dovolop n plan for tho profisision; cailpoido, liocognizo accomplIslinionts I I tovillop ovuhustloti Instruments. via professional associations Now (dimming sox rotor', multiple roles. energy tirashiiNti prioritioN and act auIllont. 1:1111)11111IIICIIIll)11 lu family, thvorco, povorty, dollispioncy, Political participation. Explore altitudes. Don't promoto unity and peace, lit oxpomm of leadership. Elnd out whorl11111111111111klIN Proper() long-rango plan of action. Prepare philosophy statement. via USOEer state departments of education Emphasize importance of secondary tonchors as one ofIII/till Dovolop short- mid long-range goals. somas of community omittd. Annualconferoncos. Inform other professionals that114110 01101111111iCHis addressing More home economics porsonnel at I1St )K. societal concerns. Expand internship Serve secondary tenchors moro minima toly. Address K-0 lionm economics education. Active input into NIE study. Determine modifications of teachers for {wonting, nutrition. Search for now leadership to broodon Moro leadership and financial support. Grass-roots involvomont. Demon(' quality toucher porformanco. via universities via the mocha More seminars for cross-fortilization. Give them foaturo articles about oursolvos. Conduct resoarch that has value. Explain our field to the public. Roviso pro - service programs to moot changing needs. Let them know about our conferences, etc. Increase depth of instruction. Interpret home economics research to public. Provide experiences with variety of groups including handicapped Recognize individuals who have done outstanding work. and aging. Eliminate things on radio and TV that damago our status. Provide in-service education for teachers. Provide information families can use. Instill pride in being a home economist. Evaluate present programs; broaden base. other: Sharpen concepts taught. Utilize other support systems, e.g.. former FHA-HERO members, homemakers. via in-service or continuing professional education Give now people a chance for leadership. More depth and scope. something special each year. Home economists should call themselves home economists. More conferences like this one. Forget about titles and work together.

61 LIST OF PARTICIPANTS

Eva W. Adams Barbara P. Bradstreet Catherine A. Carter Box 52 1257 Washington Street 100 North First Street Delaware State College Gloucester, MA 01930 Springfield, IL 62777 Dover, DE 19901 Ruth E. Brasher Enid A. Carter Lao la Adams 2234 SFLC R.R. #3 P.O. Box 1686 Brigham Young University Box 226 Oneonta. NY i3820 South Carolina State College Provo. UT 84602 Orangeburg. SC 29117 Billie F. Chapman Bonnie Braun Vocational Homemaking Teachers Ruth Allen 338 Home Economics West Association of Texas J. C. Penney Co. Oklahoma State University 316 West 12th Street 1301 Ave. of Americas Stillwater. OK 74074 Austin TX 78701 New York, NY 10019 Roberta C. Brause Alice K. Clark Theda Ashley 975 Park Avenue 908 Ridge Road 28 S. Sylvan New York, NY 10028 Hamden. CT 06517 Emporia. KS 66801 Angelina Breaux Barbara Clawson Iva M. Bader Gallaudet College University of North Carolina at Greensboro University of Iowa Kendall Green, NE Greensboro, NC 27412 129 Macbride Hall Washington, DC 20002 Iowa City. IA 52242 Dorris M. Closs Margaret Jane Brennan State University College-Buffalo Lana Bailey Dept. of Home Economics 1300 Elmwood Avenue 347B Campbell Hall Western Michigan University Buffalo, NY 14222 1787 Neil Avenue Kalamazoo. MI 49008 Columbus, OH 43210 Betty C'ae Margaret A. Briggs Box 330 Ida Ballard Northwest Missouri State Univ. Montevallo, AL 35115 P.O. Box 771 Maryville, MO 64468 Jackson, MS 39205 Linda Hummel Cole Kaye Brock P.O. Box 158 Margaret Barkley 210 Home Economics Building Cadillac, MI 49601 Arizona State University University of Arkansas Tempe, AZ 85281 Fayetteville, AR 72701 Donna Coomer Northwest Home Economics Coordinator Wynetta Barnard Katherine Brophy 725 W. Park Avenue Home Economics Education Dept. of Education Chippewa Falls, WI 54729 College of Education P.O. Box 2219, Room 344 Urbana, IL 61801 Hartford, CT 06115 Donna L. Cowan Hood College JoAnne Bateman Elizabeth A. Brown Frederick, MD 21701 403 Grant 1621 Twin Towers Beatrice, NE 68310 99 Washington Avenue Beverly Crab Albany, NY 12230 Oklahoma Stitt- iversity Ann Bauer Stillwater, OK 740'4 1418 Adler Judy K. Brun Clovis. CA 93612 Vocational and Technical Education Myrna P.L. Crabtree University of Illinois at Urbana-Champaign Florida International University Joan Bernstein Urbana, IL 61801 Tamiami Trail, FL 33199 69 Ridge Road Little Falls, NJ 07424 Rhonda L. Buoy Hazel Crain Box 34r. 1641 Devoe Drive Stephanie Blecharczyk Tonal.. WA 98855 Lincoln, NE 68506 Keene State College Kanne, NH 03431 Grace Callaway Janet S. Crites Western Kentucky University 6800 Wydown Carol Bocan Bowling Green, KY 42101 St. Louis, MO 63105 Winthrop College Rock Hill, SC 29733 Virginia Copies Margaret Crockett Alabama A & M University 208 Cordell Hull Building Julia Bolerat, Normal, AL 35768 Nashville. TN 37219 R.R. #2 Otego, NY 18325 Colleen C. Caputo Carla Crook University of Utah Holton Hall Salt Lake City, UT 84112 Kansas State University Manhattan, KS 66506

62 Aleene Cross Yvonne Ferguson Margaret B. Hazaleus Home Economics Education #1 Timmy Court College of Home Economics University of Georgia Milton, WV 25541 Colorado State University Athens, GA 30601 Fort Collins, CO 80523 Audrey M. Finn Home Economics Dept. Berneita Hendrix Barbara F. Csavinszky Ball State University Box 3470 24 Merrill Hall Muncie. IN 47306 Las Cruces, NM 88003 University of Maine Orono, ME 04473 Wilma Fitch Sarah Tabb Henry P.O. Box 495 Morehead State University Dorothea Cudaback Las Vegas. NM 87701 Morehead. KY 40351 University of California Haviland Hall Anna Carol Fults Phyllis Herriage Berkeley, CA 94720 Southern Illinois University Dept of Elementary and Carbondale. IL 62901 Secondary Education Daisy Cunningham P.O. Box 480 318 Gwynn Hall Barbara Gaylor Jefferson City, MO 65101 University of Missouri Michigan Dept. of Education Columbia. MO 65201 P.O. Box 30009 Bettie Herring Lansing. Ml 48909 3210 West Lancaster Ellen Daniel Ft. Worth, TX 76107 USL Box 4-0649 Bonnie J. Geiger Lafayette. LA 70504 207 State Services Bldg. Marybelle R. Hicknor Denver, CO 80203 220 Home Economics Building Reba J. Davis University of Wisconsin-Stout 210 Home Economics Building Sharron Glasscock Menomonie, WI 54751 University of Arkansas 105 Loudon Road Fayetteville, AR 72701 Concord, NH 03301 Alberta Hill College of Home Economics Kathryn Davison Gladys Grebe Washington State University Montana State University 1250 73rd Street. #29 Pulliran. WA 99164 Bozeman, MT 59717 Des Moines. IA 50311 Carolyn S. Hoggatt Alberta M. Dobry Kinsey B. Green New Jersey Dept. of Education 901 ith Avenue, North #302 AHEA 225 W. State Fargo. ND 58102 2010 Massachusetts Ave. NW P.O. Box 2019 Washington, DC 20036 Trenton, NJ 08625 Ellen T. Donahay 50 Eileen Way Eileen Grice Leora N. Horning Edison, NJ OM 7 161 McGuffey Hall #10 Gramercy Place Miami University 7111 Old Post Road Judy H. Dowell Oxford. OH 45056 Lincoln, NE 68506 P.O. Box 1595 Cullowhee, NC 28723 Wilma P. Griffin Helen B. Flovis Home Economics Education R.R. #3 Claudia J. Duffy The University of Texas at Austin Box 17 5174 Lillian Court Austin. TX 78712 Indiana. PA 15701 Livermore. CA 94550 Mildred B. Griggs Joy Janssen Dorothy F. Dunn Home Economics Education 2722 Leonard Food & p 'kdministration College of Education. UIUC Springfield, IL 62704 175 W. Jt1 s, #194 Urbana. IL 61801 Chicago, 14 Marjorie C. Jerry Joan Gritzmacher 2908 Crawford St tr-..' Marjorie East 1787 Neil Avenue Terre Haute. IN iiro,), Home Economics Education Columbus. OH 43210 Peruisylvania State University Mildred Johnson University Park. PA 16802 Bessie D. Hackett School of Home EcG.,-,caniics #1 Reynolds Court University of North,irelina Jeanne M. Eaves Normal, IL 61761 Greensboro, NC 27412 Keene State College Keene, NH 03431 Peggy H. Haney Elaine Jorgenson J. C. Penney Co. Inc. HEW 125 Allie E. Ferguson 1301 Ave. of Americas Oklahoma State University Florida Dept. of Education New York. NY 10019 Stillwater. OK 74074 Knott Building Tallahassee, Fl 32304 Jane Haugen 3281/2 South Yellowstone Livingston. MT 59047

63 Genevieve Kal lender Thelma H. Leonard Opal L. Massey Northern Arizona University Letiisiana State University 2943 McKenzie Drive P.O. Box 6003 Baton Rouge. LA 70803 Richmond, CA 94806 Flagstaff. AZ 86011 Evelyn Lewis Peggy S. Meszaros Alma Kazmer Brown rd County School Board 654 Bay Green Drive L44 North 9th Street P.O. Box 5408 Arnold, ND 21012 Indiana. PA 1 5701 Fort Lauderdale. FL 33310 Marilyn Meyer Bertha King Vanett a Lewis 7235 Antioch Vocational Home Economics Education 406 Whitaker Drive Shawnee Mission, KS 66204 U.S. Office of Education Missoula, MT 59801 Waahington. DC 20000 Martha Jo Mims Margaret B. Liggett Box W-1310 Jane King 191 Spring Street Mississippi University for Women 2043 Riley Road NE Lexington, MA 02173 Columbus, MS 39701 Newark, OH 43055 Helen A. Loftis Roberta M. Minish Jewell T. King 2020 Hempstead Road Donaldson Brown Center Uoi%ersity of Arkansas-Pine Bluff Rock Hill, SC 297 30 Room 137 - VPI&SU Pine Bluff, AR 71 601 Blacksburg, VA 24061 Phyllis K. Lowe Jennie C. Kit ching South Campus Courts F Marion E. Minot Texas Ag Ext Service Purdue University 2122 Massachusetts Ave. NW 102 System Building West Lafayette, IN 47907 Apt. 122 C.ollege Station, TX 77843 Washington, DC 20002 Mildred C. Luckhardt Dorothy Kizer Home Economics Dept.-ETSU Miriam B. Moore P.O. Box 2325 Commerce. TX 7 5428 100 Fairlane Road Prairie View. TX 77445 Greenville, NC 27834 Charlotte L. McCall Alice Koenecke 5038 Haley Center Janice Morgan Home Economics Dept. Auburn. AL 36830 211 Lambeth Road Murray State University Waterloo. IA 50701 Murray. KY 42071 Bessie R. McClendon 1305 Victoria Street La Vera Morrett Joyce L. Konzelman Tallahassee, FL 32304 6 Four Season Parkway #8 Dept. of Public Instruction Newark, DE 19702 120 W. Market. 16th Floor Kathryn A. McCormick Indianapolis. IN 46204 Box 892 Betty Morse Tolono. IL 61 880 University of West Florida Merle N. Krueger Pensacola, FL 32504 Utah State University UMC29 Naurine R. McCormick Logan. UT 84302 1787 Neil Avenue Willodean D. Moss Columbus, OH 43210 106 Erikson Hall Bette LGChapelle University of Kentucky Wayne State University Joan R. McFadden Lexington, KY 40506 273 Education Building 279 North Hall Detroit. MI 43202 University of Minnesota Pat Murphy St. Paul. MN 55108 Home Economics Education Virginia L. Langston North Dakota State University Box 863 University Station Jacquelyn McInnis Fargo, ND 58102 Hammond. LA 70402 Room 7 HEB University of Tennessee Barbara L. Nelson Eloise Law Knoxville, TN 37916 407 - Faculty of Education State University College University of Manitoba Plattsburgh. NY 12901 Lana Mangold Winnepeg. Manitoba 3010 Silvert on CANADA R3T 2N2 Mary M. Leach Dallas. TX 7 5229 36 Indian Trail Joyce Nies Macomb. IL 61455 Doris E. Manning School of Home Economics 5790 Placita Esplendora North Texas State University Sylvia L. Lee Tucson. AZ 85718 Denton. TX 76201 Oregon State University 1321 NW 23rd Joan Martin Carol Oberle Corvallis. OR 97330 4788 Beaumont Drive 120 East 10th La Mesa. CA 92041 Topeka. KS 66612 Catherine A. Leisher 1201 16th Street NW Washington, DC 20036 Fern O'Neil Mildred Reel Fren..es Smith 910 East 9th, Apt. 4 Future Homemakers of America 702 rIsh Avenue Ellensburg, WA 98926 2010 Massachusetts Ave. NW Ames. IA 50010 Washington. DC 20036 Gwendolyn Newkirk Joanna B. Smith 123 Home Economics Building Clio S. Reinwald R.R. #3 University of Nebraska 1535 West Jefferson Rochester. IN 46975 Lincoln, NE 68583 Phoenix. AZ 85007 Mary L. Smith Judy Oppert Gertrude T. Roberts Clyde A. Erwin High School School of Home Economics P.O. Box 271 60 Lees Creek Road University of Vermont Orlando. FL 32802 Asheville, NC 28806 Burlington. VT 05401 Jane Roberts Mary M. Smith Dorothy A. Ortner 625 Garden Street Education Complex 207 State Services Bldg. Bellingham, WA 98225 University of New Mexico Denver, CO 80203 Albuquerque. NM 87131 Rose Marie Romero Barbara L. Osborn State Dept. of Education Ednell M. Snell 55 Northwood Road Education Building 2204 Lester NE #187 Storrs, CT 06268 Santa Fe, NM 87503 Albuquerque. NM 87112

Faith Paich Irene B. Rose Elizabeth Snell 2248 Grandview 1560 Stewart Avenue Home Economics Department Glenview, IL 60025 Atlanta. GA 30310 University of New Hampshire Durham. NH 03824 Marilyn R. Parkhurst Maxine Lewis Rowley 420 Ardson Road 1419 West 1750 North Mary Ann Spangler East Lansing. MI 48823 Layton. UT 84041 Waukesha County Tech 600 Main Amy Paschedag Frances Rudd Pewaukee, WI 53072 82 Shore Drive State Dept. of Education Edwardsville. IL 62025 Arch Ford Education Building Gloria S. Spitz Little Rock, AR 72201 FORECAST for Home Economics Pauline Paul 50 West 44th Street Human Resources & Family Study Lois B. Rupert New York, NY 10036 University of Illinois at Urbana-Champaign 108 Ackerman Hall Urbana. IL 61 801 Indiana University of Pennsylvania Lois Spies Indiana, PA 1 5701 Home Economics Education Rebecca Payne University of Illinois at Urbana-Champaign 301 Centennial Mall South Gladyce C. Sampson Urbana, IL 61801 P.O. Box 94987 P.O. Box 4580 Lincoln, NE 68509 State College Hazel Taylor Spitze Fort Valley, GA 31030 Home Economics Education Beatrice Pet rich University of Illinois at Urbana-Champaign 31 25 Grandview Boulevard Beverly M. Savidge Urbana. IL 61801 Madison, WI 53713 Home Economics Department Douglass College Elaine Staaland Wilma V. Preston New Brunswick, N) 08903 Home Economics Education 120 East 10th State Dept. of Education State Dept. of Education Paulette Schwartzel Madison, WI 53700 Topeka. KS 66612 8414 West 350N West Lafayette. IN 47906 Betty Stepher.son Bonnie Rader Brighton High School California State University Twyla Shear Brighton. CO 80601 1250 Bellflower Blvd. 212 Rackley Building Long Beach. CA 90840 University Park. PA 16802 Hester R. Stewart College of Home Economics Penny Ralston Coby Bunch Simerly University of Delaware College of Education 707 West Church Newark, DE 19711 Urbana. IL 11801 Savoy, IL 61874 Bettye ). Stills Sharon Redick Freddie Simonds Morgan State University 702 Allen Hall Central Michigan University P.O. Box 438 West Virginia University Mt. Pleasant. MI 48858 Baltimore. MD 20239 Morgantown, WV 26506 Shirley Slater Mary Beth Stine 11 Shady Lane R.R. #2 The Plains. OH 45780 Flora, IL 6 2839

65 Rebecca J. Straw Betty Lea Trout Helen Westlake University of Maryland 210 White Hall York Community High School 2304 College of Education Pullman. WA 99164 Elmhurst. IL 60126 College Park, MD 20742 Marjory Cooper Unrath Helen Westrum Aina E. Summerfelt 3601 Blueberry Drive 740 Clover Court 3411 Lowell Way Raleigh. NC 27612 Cheney, WA 99004 San Diego, CA 92106 Margil Vanderhoff Ruth Wheeler Mary Ruth Swope 215 Wylie Hall 2753 Crawford School of Home Economics Indiana University Evanston, IL 60201 Eastern Illinois University Bloomington. IN 47401 Charleston. IL 61920 Jane Gatewood White Gladys Gary Vaughn 2204 Mulberry Blvd. Shirley H. Taylor AHEA Tallahassee, FL 32303 School of Home Economics 2010 Massachusetts Ave. NW University of Arizona Washington. DC 20036 Emma B. Whiteford Tucson, AZ 85711 740 River Drive. #12-C Sharon A. Wallace St. Paul, MN 55116 Pat Tennison 1555 N W 14th Board of Education Building Corvallis, OR 97330 Emily S. Wiggins 1211 McGee Street R-3 Box 71 Kansas City, MO 64106 Paula Walter Central, SC 29630 Appalachian State University Joyce J. Terrass Boone, NC 28608 Herma Williams Holton Hall Howard University Kansas State University Barbara Ann Ware 2400 Sixth Street NW Manhattan, KS 66506 6161 E. Northwest Hwy. #1228 Washington, DC 20001 Dallas. TX 75231 Laurie E. Thrash lelen Bruce Winsor 8112 Six Pence Drive Anita H. Webb Dept. of Home Economics Pensacola. FL 32504 204 Lane Hall Northern Illinois University Virginia Polytechnic Institute DeKalb,11, 60115 Margaret Torrie and State University Iowa State University Blacksburg, VA 24060 Karen Zimmerman Ames, IA 50011 125 Home Economics Building Janice M. Weber University of Wisconsin-Stout Milam Hall Menomonie, WI 54751 Oregon State University Corvallis, OR 97331

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