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This paper reviews the anomaly that seems currently to exist within the profession of social work — on the one hand a denigration of the value and utility of individualized services, and on the other, the increased anonymity of life in today's technological society. It is suggested that the need for individualized services will continue to exist regardless of institutional change and that clinical social work will remain an essential and specialized part of the social work profession. It is postulated that if the clinicians look elsewhere for education and recognition this will be a loss for social work.

The domination of people's working lives by machines, the deterioration of the environment, the inhumanity of conveyor‐belt production — all are factors which threaten the quality of life. Must retailing, with its tendency towards large‐scale operations, massive merchandising, and a diminishing reliance on personal service, slavishly follow the same pattern? Jan de Somogyi's contention is that this need not happen; his theme sets out how to combine the benefits of economies of scale with good personal communications and the policies in which each individual is important. It is an attempt to discuss one of the most crucial issues of our complex technological society through the eye of a retailer. This is a slightly abridged version of a paper originally read to the Manchester Statistical Society, which we are publishing (with their kind permission) in two parts. The second part to be published will discuss the question of social dimensions.

(1974). Probing Beyond Protest: Governing the University by Leon D. Epstein, Adapting Universities to a Technological Society by Eric Ashby, and Reform in Graduate Education by Lewis B. Mayhew and Patrick J. Ford. Change: The Magazine of Higher Learning: Vol. 6, No. 10, pp. 57-61.

The genesis and present arrangement of political and administrative units are nonrational. Hence they often are obstacles rather than aids in social life. There is an apparent interest in reconstructing them to conform more nearly to contemporary apparent interest in reconstructing them to conform more nearly to contemporary needs. The size of the unit of effective political organization depends in large measure upon the corresponding range of economic and social life which has been profoundly modified by modern technology. The advantages and disadvantages of centralized or decentralized organization, respectively, are ultimately to be viewed in the light of the dominant values of society. Through a consideration of the functional and regional factors in communual life the shortcoming of local autarchy and overcentralization may be circumvented in a segmentalized, technological society. Various practical political programs have been suggested for more effective integration of societies. Social planning ap...

Part of the genius of modern technological society is the dynamic ingenuity with which solutions are found to problems thought to be impossible. When the FCC Table of Television allocations was released to the public, there was much cynical scoffing at the television assignments in communities of less than 2500 persons. Yet, today there is a rapidly growing and soundly financed industry providing excellent television service to communities of but a few thousand persons. The explosive and belligerent development of re-radiator systems operating without FCC approval is a phenomenon involving towns of less than 2500 persons, for the most part. Low population density is no longer an excuse for the failure to provide either the luxuries or necessities of modern living.

IN THEIR ANALYSES OF TECHNOLOGICAL SOCIETY AND THE TECHNOlogical state contemporary Western writers reveal a wide spectrum of opinions, and this article must evidently consider some at least of these, though unfortunately none at great length. First, the anguish of Arendt:The question therefore is not so much whether we are the masters or the slaves of our machines, but whether machines still serve the world and its things, or if, on the contrary, they and the automatic motion of their processes have begun to rule and even destroy world and things.

In the United States in 1957 a fresh intellectual excitement emerged within the field of educational administration; high hopes were held for the potential contribution of theory‐oriented research. But in retrospect from 1967 the promise of the decade does not appear to have been fulfilled. Vast Federal funding has proven to be only a mixed blessing. An obsessional preoccupation with “change” has diverted efforts away from basic research, has induced intellectual homogenization within the academic community, and has bombarded administrators with so many exigencies that their planning efforts have been increasingly concentrated upon short‐term perspectives, at best. Never before have politics, education and welfare been commingled so incestuously. Four serious concerns that must now be dealt with in our graduate programs are: the mythology of human motivations; the juggernant of “the Technological Society”; the mythology of change; and the impact of existentialism upon modern man.

Environmental pollution is one of the greatest challenges facing today's technological society. Our knowledge of the elemental composition and toxicology of pollutants increased substantially over the last decade. But efforts aimed at molecular characterization of these pollutants have not kept pace. The knowledge of the exact chemical form of a pollutant is quite important because some elements are much more toxic in one chemical form than in another. Mercury in the form of calomel is used as medication, but other forms of mercury, such as methyl mercury, are highly poisonous.

The purpose of this essay is to present a discussion about computer literacy and its importance for professional education. This way I try to elucidate some aspects related to the emergency of technological society and to the necessary articulation of professional schools to prepare new generations for a changing world and for work., O objetivo deste ensaio é apresentar uma discussão sobre a alfabetização informática e sua importância para a formação profissional. Deste modo, procura-seelucidar alguns aspectos relativos à emergência de uma sociedade tecnológica e à necessária articulação das escolas profissionais para preparar as novas gerações para um mundo em processo de mudança e para o trabalho.

The development of teaching machines may force religious educators to formulate their goals more clearly

IN RECENT years the mathematics pro gram of the secondary school has been subject ed to frequent criticism. Meanwhile, in our technological society, the need for mathemati cal proficiency has been expanding. In a n at tempt to resolve some of the issues raised, a first step might well be the definition and anal ysis of the present situation. Need is evident for carefully conducted and comprehensive re search in that area. The present study was un dertaken with the intention of contributing toward the satisfaction of that need.

Wilber, Gordon O. and Pendered, Norman C. Industrial Arts in General Education. Scranton, Pa.: International Textbook Company, 1967, 3rd ed. 403 pp. Rhodes, James A. Alternative to a Decadent Society. Indianapolis, Indiana: Howard W. Sams & Co., Inc., 1969. 108 pp. Venn, Grant. Man, Education, and Manpower. American Association of School Administrators, 1970. 281 pp. A Guide to Improving Instruction in Industrial Arts. American Vocational Association, Inc., 1510 H Street, N.W., Washington, D. C. 20005, 1968. 67 pp. Towers, Edward R.; Lux, Donald G.; and Ray, Willis E. A Rationale and Structure for Industrial Arts Subject Matter. Industrial Arts Curriculum Project, supported by the United States Office of Education, Bureau of Research, Project No. 5‐0059‐2‐32, Contract No. OE‐5‐85066, 1966. 358 pp. DeVore, Paul W., and Smith, Wil J., eds. Education in a Technological Society. Office of Research and Development, Appalachian Center, West Virginia University, Morgantown, 1970. 89 pp. Rosenberg, Jerry, Editor....

small Alpine village in the shadow of mountains that have watched impassively the coming of industrial society. A remarkable study in contrasts. A massive peasant house built in the sixteenth century across the street from a completely automated milk-processing center. Smooth machines now handle a host of functions that were once the work of the peasant family across the way. A swaying cable car carries foreign tourists up over common land that the village is no longer populous enough to cultivate. A young girl can be seen haying on the side of an Alpine meadow worked by her ancestors, but she is wearing a miniskirt and rib sweater, and she is soon on her way to a big-city salesgirl apprenticeship.

Use of metal and plastic materials in contemporary packaging and the role and effect of the residue of this packaging in ecology is discussed. The materials involved are identified, as are the reasons for their use. Also, the disposable nature of each is discussed. The scope of the problem is given definition as it relates to litter, pollution, and solid waste management. Destruction, recycling, and secondary applications are explored as they are being advanced as approaches that offer potential solution to the problems of solid waste management. The government's activity to date as it relates to identifying the problem, establishing regulatory means, and sponsoring research as well as the position industry has assumed is noted. Emphasized is the opportunity created by the advance of our technological society for industry to suggest, demonstrate, and assume leadership in providing solutions through further applied technological advance.

The growth of the 2-year college movement has been rapid, probably because these institutions offer a wide variety of programs relevant to the needs of our technological society for highly trained workers in many different professional fields and career areas. Because 2-yr colleges are breaking new ground, they are encountering problems: (1) difficulties in articulating with degree-granting institutions; (2) students who are weaker academically and lower socioeconomically than typical 4-yr college students; (3) a shortage of suitable teaching materials; and (4) inadequate supplies of appropriately prepared teachers. Programs supported by the Esso Education Foundation and the National Science Foundation at the State University of New York at Stony Brook have been designed to minimize these problems for the physics departments of the New York 2-yr colleges.

Overlap among 8 pupil personnel services, having implications for elementary school guidance, is illustrated by quotations from Scope of Pupil Personnel Services, written by representatives of the 8 disciplines. The overlap is viewed as advantageous in helping children if pupil personnel services are organized to accommodate flexibility. Guidance personnel are urged to borrow extensively from research in all behavioral sciences in developing an elementary school guidance program catering to known and anticipated requirements of young children for succeeding in a technological society. Other disciplines are cited for their potential contributions to elementary school guidance in some areas not usually emphasized in professional literature.

Sweden is an advanced technological society with probably the second highest living standard in the world. In a recent report of the OECD on the power to use productive capacity between 1955–72, Sweden took the top place of the member nations surveyed. 99.2 per cent of the capacity was utilised. Furthermore, its working population, 16–64 years, had the lowest unemployment. But Sweden has a problem. What should be the shape of its higher education in the next decade? The answer to this question will partly determine the maintenance of its competitive power and its living standards in the future. U68 gives the answer in 800 pages. The message is that higher education in the future needs to be career orientated.

A subtle shift is appearing in attitudes toward educational institutions on the part of both educators and laymen. No longer do schools command support solely on the basis of their role in socializing the young. The concept of in loco parent is has had diminishing currency for several reasons. Schools now serve adults as well as youth in steadily increasing numbers. Schools have lost status as agents of social change (Jencks, 1973). The cost of schooling is too high to justify a policy that simply pushes students along, whereas for a complex technological society the cost of inadequate schooling is even higher.

The fundamental technical and economic changes characterizing the recent and future evolution of our technological society have direct effects on orientation, and indirect effects on some of the sociological and biological factors determining orientation, such as socio-occupational background, housing, sex, natural ability, etc. These factors delimit at any given moment the possible extent to which education can be effective in individual orientation. In the course of evolution, education may of course contribute to a modification of the influence of sociological and biological factors determining orientation. But this possible effect of education is not the only factor influencing the evolution of these determinants, and we must try to formulate some more general hypotheses, however uncertain, concerning future developments in this respect.

This chapter explores the dynamic nature of values, with focus on the relationship between technology and values. It also focuses on the complexity of current value systems and on the fears experienced by critics of technological society. The effects of computers, automation, and technology can be grouped into intersecting domains of influence. While economic and political considerations may have the most obvious impact on our lives, the less immediate influences on our culture and values often have the most permanent effects. There are factors in a technological society that can and do exaggerate value conflict. The rapid rate of technological development has put a strain on the slower rate of value evolution. There has been a general scientific challenge to traditional sources of authority. The effects of technology are mainly indirect; they act to facilitate value-sensitive developments in the political, sociological, and economic spheres. There are scientific and technological forces that have a direct impact on values; the most important impacts are in biology–medicine, for example, control of aging, genetic control, and psychological engineering. Massive automation is seen to have negative effects on economic security but to increase the value of leisure-oriented activities.

Leona Grossman, MPH, MSW, is Director of the Social Work Department at the Michael Reese Hospital and Medical Center, Chicago, Illinois. The author wishes to acknowledge the contribution of the entire staff of the social work department. In a fast-moving, technological society it is to be expected that the unpredictabilities in nature as well as human fallibility will continue to result in periodic catastrophies. What science may have accomplished in mastery over the natural environment seems to be balanced out by what its sophisticated technology has confounded. However horrendous it may seem, the possibility of danger and disaster is in digenous to today's world. Two emerging issues are involved in all such happenings: how to cope and how to prevent. The fo cus on prevention has received by far the greater emphasis in its concern with such matters of technological safety as preven tion of mine casualties, safety devices in fac tories, railroads, airplanes, and so forth. Investigations into responsibility and the possibility of legal reprisal act as powerful control agents. A fair amount of research has been conducted on natural disasters

The view which I shall present is of necessity a personal and a pragmatic one, based largely on English experience, for I am by profession a practising teacher, a research physicist, and Head of a Department in a College of Advanced Technology. I presume that those who have organized this Conference and who so kindly invited me to present this paper must have wanted such a view, for otherwise they should have invited a comparative educationist instead. They have further given me a title of extreme elasticity, which in one way or another covers the whole of education, now and in the future.

Since World War II, large research institutes have burgeoned forth on the campuses of many colleges and universities throughout the United States. Fulfilling at their inception a national need in time of crisis, they have continued in these less critical times to contribute importantly to the national research program. Their impact on academic curricula has been varied but no less important. The effective increase in faculty provided by academic research institutes is permitting the expansion of graduate course programs into ever widening areas of science and engineering in a manner responsive to contemporary scientific and technical developments. Expanded curricula and research facilities make it possible for students in increasing numbers to enter into research programs that attempt to prepare them realistically for the demands our technological society imposes upon them. Despite these evident advantages, research institutes have yet to find a truly permanent place in the academic structure. Financial difficulties, together with related problems of securing balance between research and academic obligations, characterize this paradoxical situation. Since these points bear strongly on the question of the proper utilization of our national scientific and engineering potential, let us examine the role academic research institutes can play on the educational scene with particular stress, by example, on those in the microwave field.

The vast literature on automation and, before that, on mass production and the assembly line points up the continuing changes in the occupational life of a technological society. It would seem to be more than academic to view the beginnings of the process as it was described by the great classical economist, Adam Smith, in his Wealth of Nations, published in 1776. This excerpt presents what is, in the opinion of many, the classical discussion of specialization of function and division of labor.

Within the last hundred years, the United States and several of the Western European countries have made a transition from a predominantly agricultural society to a technological society. And since such changes — which affect the total society — are exponential in rate, this transition is most evident over the last 25 years.

One of the most striking changes in secondary education since the war has been the closer link with industry. Some of the more obvious signs of this are the splendid new laboratory blocks in almost every public school, the many scholarships and apprenticeships now available to boys and girls, and the multitude of films, science kits, and glossy brochures. And although the schools and universities have been slow to respond to the needs of industry, there seems to be a growing realization that we are a technological society and on technology depends our future wealth and culture.

The Technological Society By Jacques Ellul. Translated from the French by John Wilkinson. Pp. xxxi + 449 + xiv. (London: Jonathan Cape, 1965.) 63s. net.

It has become a commencement address cliche in technological societies that knowledge really is power. Lynton K. Caldwell has spoken of the "techno-scientific superculture," Jean Meynaud has labelled it "technocracy," Bertram Gross has called it "technipol," Allan Schick speaks of "systems politics," Aaron Katz refers to America's "high information-level culture," Jacques Ellul addresses our "technological society," Kenneth Boulding forecasts a science-based "postcivilization," Robert E. Lane considers the political implications of a "knowledgeable society," James D. Carroll focuses on "administration as a clock

The intent of this paper is a clarification of the role of forensic jurisprudence in the judicial process. Confronted with this task, one is left feeling rather like the man who has been persuaded to wrestle with an octopus: uncertain how best to begin. The question is most relevant to lawyers already engaged in that branch of the law which deals with evidence derived from the sciences and the scientifically based arts of our technological society. It seems therefore appropriate to focus initially on the confusion of roles and terminology, and the occasional conflicts of interest which are the inevitable lot of the lawyer who calls himself a forensic jurisprudent, and whose professional concerns include the conflicts of a society in collision with its technology.

nical advance, and the effects on the dying have been profound. One reason for the change has been the success of modern medicine in combatting death. For most, in the United States, premature death is no longer imminent. The death of infants is unusual, the death of children rare, and the death of young adults so improbable that it must be removed from the realistic possibilities of young life. Further, the nature of death has also changed. The degenerative diseases and cancer have become predominant. Lingering sickness in the aged is a less common event because medicine is able to combat the complications of chronic disease that so often in the past kept the sick person from functioning. Accompanying these changes brought about by technical advances, there has been a change in the place where death occurs. Death has moved from the home

At a time when survival depends on bomb production and moon shots; when we look for our salvation to the priesthood of scientists and their acolytes the technicians, who alone can intercede for us with the gods of the atom, is it not frivolous, if not mischievous, to talk about aesthetic experience and aesthetic education? What powerful medicine can the artist make to save us? Indeed, is he at all concerned about saving us or anyone else? And yet many of us cannot escape the feeling that if we do wholly surrender our fates to the new gods, we may be saved from our humanity rather than for it. Unless, that is, we can find some way of keeping ourselves sensitive to the human import not only of science and technology, but of all changes in our rapidly changing environment. Among the divers ways of doing this, none has served mankind