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Journal of Technology Education Vol. 3 No. 2, Spring 1992 A Framework for Technology Education Curricula Which Emphasizes Intellectual Processes Scott D. Johnson As the field of technology education evolves, its unique mission to pro- vide relevant and experiential learning opportunities for students is becoming clear. Through well developed curricula, technology education programs are able to reinforce academic content, enhance higher order thinking skills, and promote active involvement with technology (Johnson, 1991). The develop- ment of curricula which addresses such goals is both difficult and complex. A variety of curriculum perspectives exist which greatly influence the direction and results of curriculum development efforts (Eisner Vallance, 1974; Miller Seller, 1985; Zuga, 1989). These perspectives include academic rationalist, technical/utilitarian, intellectual processes, social reconstruction, and personal relevance. While curricula developed through each curriculum per- spective vary in their contribution toward a well-rounded education, this article is based on the assumption that the development of intellectual processes should be the primary goal of education. Therefore, the purpose of this article is to establish a rationale for technology education curricula which emphasizes the development of intellectual processes and lay the foundation for an intellectual processes curriculum framework. The Importance of Intellectual Skills in the Future There is little doubt that the development of intellectual processes is critical in this age of advancing technology. Tremendous changes have oc- curred and will continue to occur in the workplace. Equipment and processes are becoming more sophisticated. This sophistication has resulted in fun