An applied philosophical enquiry into "design education" and its contribution to the curriculum
An applied philosophical enquiry into "design education" and its contribution to the curriculum
The work is an enquiry into 'design education'. It attempts to identify 'design education' developments as being a paradigmatic shift, especially in the 'practical subjects' of the secondary level of general education.In general, the shift is seen as being towards a holistic view of activities intended to be educational. More particularly, the shift is seen as characterised by four major features, following: (1) A conception of design activity as being to do with the development of its agents, and with the achieving of artefacts in their relation to human needs and aspirations; that is, from a model of design activity based on the achieving of products towards a 'process view' based on the relations between things and people in context. (2) A tendency to see the generation and acquisition of knowledge and understandings as the function of responsible and responsive agents of action (both teacher and pupil, as partners). (3) As much concern being shown with Why? (things are made) as with How? (things are made). (4) A move from subject-bound views of design educational activity towards subject perspectives on design activity. The development of new concepts and strategies, in pursuit of the above, is related to the perceived centrality of 'problem solving', or problem-centred learning.From a point of view in the field of curriculum studies, it is postulated that the functions of the teacher might be more appropriately understood through the phrase, teacher-as-researcher. As a consequence of the development of the interpretive function contained in this conception, it is suggested that critical reflection on experience of the design activity offers possibilities of a meta-language for curriculum analysis and development over and above what are generally considered to be the 'design subjects' of the secondary curriculum.
University of Southampton
1980
Roberts, Philip Hugh
(1980)
An applied philosophical enquiry into "design education" and its contribution to the curriculum.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The work is an enquiry into 'design education'. It attempts to identify 'design education' developments as being a paradigmatic shift, especially in the 'practical subjects' of the secondary level of general education.In general, the shift is seen as being towards a holistic view of activities intended to be educational. More particularly, the shift is seen as characterised by four major features, following: (1) A conception of design activity as being to do with the development of its agents, and with the achieving of artefacts in their relation to human needs and aspirations; that is, from a model of design activity based on the achieving of products towards a 'process view' based on the relations between things and people in context. (2) A tendency to see the generation and acquisition of knowledge and understandings as the function of responsible and responsive agents of action (both teacher and pupil, as partners). (3) As much concern being shown with Why? (things are made) as with How? (things are made). (4) A move from subject-bound views of design educational activity towards subject perspectives on design activity. The development of new concepts and strategies, in pursuit of the above, is related to the perceived centrality of 'problem solving', or problem-centred learning.From a point of view in the field of curriculum studies, it is postulated that the functions of the teacher might be more appropriately understood through the phrase, teacher-as-researcher. As a consequence of the development of the interpretive function contained in this conception, it is suggested that critical reflection on experience of the design activity offers possibilities of a meta-language for curriculum analysis and development over and above what are generally considered to be the 'design subjects' of the secondary curriculum.
This record has no associated files available for download.
More information
Published date: 1980
Identifiers
Local EPrints ID: 462703
URI: http://eprints.soton.ac.uk/id/eprint/462703
PURE UUID: a4a2c07d-e61a-4aea-96de-b3ded102da68
Catalogue record
Date deposited: 04 Jul 2022 19:42
Last modified: 04 Jul 2022 19:42
Export record
Contributors
Author:
Philip Hugh Roberts
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics