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Rounded Edges

By Alan Warhaftig

Over the past decade, technology entered K-12 classrooms largely because of concerns that high school graduates can’t compete for jobs if they don’t master computers. This vocational argument resonated with parents and politicians, though educators had to wonder whether their traditional mission—guiding students toward the classical ideal of an educated person—had been replaced by training information workers.

Has the debate about the relationship of education and industry, supposedly settled long ago, been reopened? Nineteenth and 20th century advocates envisioned spiritual renewal through learning craftsmanship, but the working class wanted education to take its children beyond the factory, not into it. Academics prevailed, and American education committed to a full curriculum for every child. Without explicit discussion of a controversial course change, 21st century vocationalism has entered schools via the loading dock, a stealth...