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The present study looks at an example of institutional change directly resulting from the industrialization process --the industrial or vocational education movement. The thesis of this study is that an understanding of the debate over how schools should adapt to industrialization will reveal the nature of basic value choices which the American people were forced to face under the pressures of adjusting to technology. Part I examines some of the origins of educational changes related to the industrialization. Next the responses of selected interest groups are considered: business, as represented by the National Association of Manufacturers; the American Federation of Labor; liberal urban reform forces of the progressive era; and, the formation of typical progressive pressure group--the National Society for the Promotion of Industrial Education (NSPIE), which worked to promote school reform programs at state and national levels. The reactions of NEA are noted along with resultant innovations --guidance programs and the comprehensive secondary schools. Part II examines the philosophies of education which articulated the value and policy questions at issue including the philosophy of social efficiency. John Dewey's complex analyses of the values of science, technology, and democracy for education in a technological world are examined. (Author/SBE)