I Think Therefore I Design
This chapter explores the growth in meaning of the activity of '��designing' through a 20 year time-line. This development is seen both in terms of professional design practice and in terms of school curricula. It charts the change and positioning of designing from being '��implicit' within professional practice eg. architecture and engineering; to being an '��umbrella' and generic activity out of which such activities spring. The title thus seeks, somewhat playfully, to misquote Descartes, and suggest that 'designing' is a defining human activity. The chapter defends the notion that the omission of the activity of '��designing' within technology education, (as it is in many international curricula) seriously weakens the pedagogy -�� making it more obsessed with subject content and less likely to challenge learners' higher-order conceptual processes.
| Item Type | Book Section |
|---|---|
| Additional Information |
In 2005, an International Conference celebrated twenty years of curriculum innovation and development establishing Technology Education as a world-wide phenomenon. The conference was organised and managed by de-Vries; editor of the principal International Journal of Technology Education. The papers for that conference were internationally refereed and appeared in the Proceedings. Subsequently a further review process identified a collection of the best papers from the conference, and these were published in this Sense volume edited by de-Vries. |
| Keywords | Design; Technology; Education |
| Departments, Centres and Research Units | Design |
| Date Deposited | 20 Mar 2008 17:43 |
| Last Modified | 19 Apr 2016 16:22 |