The historical emergence of industrial arts education, the current attitudes of professionals in regard to philosophy and content, and the debate involving technology education and its implications are summarized in a literature review. The debate within the profession regarding definition, curriculum, and philosophy is of long-standing significance. The industrial arts movement has experienced controversy since the late 1800s. Educators in the field should evaluate the conditions of the changing society and achieve unity in the field of professional technology education. Research is inconclusive as to its impact on curriculum and philosophy. Annotations of 20 studies are provided, after which the following recommendations are made: (1) technology programs should provide technological literacy; (2) there should be a renewed professional involvement in educational programs; (3) educators should conform to state curriculum plans; (4) educators must achieve professionalism to enhance the image of technology education; and (5) continued study of curriculum changes should be pursued to provide guidance and direction. (Twenty-five references are included.) (NLA)