Mike Martin
Liverpool John Moores University, UK
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Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 57:36, p. 309-315
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
This paper explore values and design and technology in two ways; Firstly in looking at how the subject is valued by stakeholders and secondly by looking at how pupils can explore values issues through design and technological activity. It does so at a key point in the history of design and technology as a curriculum subject within the statutory curriculum of England.
In exploring values issues in these ways; the paper draws upon the work of David Layton who wrote two important texts on the same issues 20 years ago. Key issues emerging from curriculum development activity in that period are discussed along with a framework of activities to undertake with pupils. The paper concludes by making the case for reinforcing the centrality of values within design and technology education at the present time.
Values and value judgements are the ’engine’ of design and technology. Judgements about what is possible and worthwhile initiate activity; judgements about how intentions are to be realised shape activity; and judgements about the efficacy and effects of the product influence the next steps to take. Value judgements; reflecting people’s beliefs are ubiquitous in design and technology activity.
Layton 1992a:36
