WHAT IS HOME ECONOMICS?

The problems of defining home economics are examined, and arguments for the establishment of a clearer identity and a central core of knowledge are advanced. A suggestion regarding the way in which contributing material could be classified is put forward.     

INTERNATIONAL RECIPROCITY IN HOME ECONOMICS

In this paper, the author suggests ways.of strengthening home economics through international interaction. Components of reciprocity suggested are travel, sabbatical leaves, correspondence, research and exchange. Qualities needed for international home economists include professional competence, tolerance of difference, adaptability, good communication skills and an ecosystem perspective.     

HOME ECONOMICS IN CANADIAN UNIVERSITIES 1978

This paper outlines the development of programmes in home economics education in Canadian Universities in this century. It also considers the work done at postgraduate level and Home Economics enrolment statistics for 1976–1977 are included. Opportunities for graduates in Home Economics in Canada are also discussed.     

THE TWO FACES OF HOME ECONOMICS

This paper examines the problem of establishing Home Economics degree courses which will enable graduates to fill posts of widely differing natures.     

A WORLD SURVEY OF HOME ECONOMICS EDUCATION IN A CO-EDUCATIONAL CURRICULUM

A world questionnaire survey has been undertaken to obtain some information on the present position of home economics in co-educational curriculum development. Responses were received from nineteen countries from all over the world. Home economics education occurs within formal education in every country, and in most countries the extent of home economics education for boys has been increasing, compared with the UNESCO survey carried out 10 years ago. Coeducational home economics has been regarded as important both by government and the public by 84% of all respondents, though there are many difficulties in the implementation and in the practice of co-education, e.g. social prejudice and decisions about curriculum content.     

SEXUAL STEREOTYPING AND THE TEACHING OF HOME ECONOMICS

In this paper the author reviews the incidence of sexual stereotyping and the changes that are occurring. He also indicates how these changes should influence the teaching of home economics in secondary schools.     

SCIENCE AND HOME ECONOMICS IN THE NINETEENTH CENTURY

Scientists played an important part in the formative years of the nineteenth century when Home Economics was evolving into a coherent discipline. The paper considers the lives and works of six scientists from both sides of the Atlantic: Count Rumford, J. C. Buckmaster, W. Mattieu Williams, E. L. Youmans, Ellen Richards and W. O. Atwater. One connecting theme is in the quality of their advocacy of scientific applications in everyday affairs.     

TEACHING SCIENCE IN HOME ECONOMICS: CAN SCIENCE EDUCATION RESEARCH HELP?

In 1979 the first students were enrolled in the B.Sc. degree course in Home Economics at Newcastle Polytechnic. The development of the Year I course in chemistry is outlined and the reasons for the use of a modified Keller Plan approach to teaching the 1982 intake are explained. The implementation of the revised approach is described, and its effectiveness discussed.     

HOME ECONOMICS IN HIGHER EDUCATION IN THE UNITED STATES: CURRENT TRENDS

Higher education programmes of home economics in the United States have experienced dynamic changes in recent years. Today, home economics programmes are marked by name and curricula changes, concern for cohesion in the field, student and faculty diversification, leadership and administrative structure changes, strengthened research efforts and by improved graduate programmes. Parallel with these trends is a movement to clarify the content and aims of the field by developing a contemporary definition of home economics.     

EDUCATION FOR ACTION: A REPORT ON THE 1978 HOME ECONOMICS WEEKEND SCHOOL AT LEEDS POLYTECHNIC

The paper reports on the recent Home Economics Weekend School at Leeds Polytechnic and suggests that the main problem arising for home economists from its theme, Education for Action, is the definition and prioritization of human needs.     

A REPORT ON METHODS OF TEACHING FOOD STUDIES IN A DEGREE COURSE IN HOME ECONOMICS

The teaching objectives for the food studies component of a degree course in Home Economics are discussed and methods of implementation are described. One practical unit of the third year course is outlined and preliminary student reactions to the course are described.     

A STUDY OF OPINIONS CONCERNING METHOD AND CONTENT OF HOME ECONOMICS IN SECONDARY SCHOOLS

Which aspects of their school experience of home economics do housewives find most useful? Does this experience modify ways of caring for a home and family between successive generations? Are there marked differences between housewives in different social classes in their regard for home economics? This paper compares the responses to these questions and infers there is a need to give explicit recognition to the relationship between home economics education, social policy and the quality of home and family life.     

HOME ECONOMICS AND SEX DIFFERENTIATION IN THE SECONDARY SCHOOL CURRICULUM

In the debate about the case for a common curriculum in secondary education, home economics has perhaps been somewhat later than other subject areas to put forward a rationale for the inclusion of home economics. There is considerable uncertainty about the best strategy to be adopted: ‘…home economists in education will need to be vigilant in order to ensure that the subject is given its rightful place in any major revision of the middle school curriculum…’ (A. R. Mathieson). This paper is an attempt to define potential strategies for home economics as a secondary school subject, particularly in the light of recent interest in sex differentiation and sex typing in the secondary curriculum.     

THE PLACE OF SENSORY EVALUATION STUDIES IN THE HOME ECONOMICS SYLLABUS

The application of the theory and practice of sensory evaluation of foods to the home economics syllabus is considered, with particular stress on the practical problems that must be recognized and considered. The relevance of such a component of the teaching course is discussed in terms of its value in stimulation of critical judgment, appreciation of scientific method and the acquisition of special skills.     

A STUDY OF OPINIONS CONCERNING METHOD AND CONTENT OF HOME ECONOMICS IN SECONDARY SCHOOLS.: II.

A recurring theme amongst teachers of home economics has been their insistence on the necessity of relating the content of home economics and their teaching methods to the reality of the conditions in which children live. This paper considers the views of professional workers in the fields of health and education welfare concerning factors affecting competence in caring for a home and family and the contribution that home economics can make towards improving the quality of family life.     

A REPORT ON THE INTEGRATION OF A UNIT OF DESIGN STUDIES INTO ADVANCED COURSES IN HOME ECONOMICS.

The content of a unit of Design Studies which has been produced for a degree course in Home Economics is outlined and an exercise in three dimensional problem solving is described. The potential of the contribution of Design Education to the development of the modern home economist and consumer is discussed, and the case for an integrated and central role for design studies in Home Economics Courses is presented.