His central argument is that technological education should not be restricted to developing technical skills or preparing students for employment. Instead, he believes that logical reasoning, philosophical inquiry and an understanding of human values should also form part of the learning process.
His central argument is that technological education should not be restricted to developing technical skills or preparing students for employment. Instead, he believes that logical reasoning, philosophical inquiry and an understanding of human values should also form part of the learning process.
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His central argument is that technological education should not be restricted to developing technical skills or preparing students for employment. Instead, he believes that logical reasoning, philosophical inquiry and an understanding of human values should also form part of the learning process.
