TY - CHAP
T1 - Developing values
AU - McLaren, Susan
PY - 2015/5
Y1 - 2015/5
N2 - This chapter explores the role and responsibility of teaching values through Design and Technology. It considers the values encountered through the authentic contexts and topical controversies in which Design and Technology learning tend to be located. Design and Technology education contributes to the development of young people's sensitivity to human and environmental concerns, both locally and globally. It can do much to encourage moral thinking and social responsibility in people, whether they are working as specialist technologists or thinking and acting as consumers, users or citizens. This chapter explores the influence designing and making, to meet needs, wants and desires, have on our environment, society, systems and ethics. It considers the way in which design activity not only reflects the values and beliefs of the community in which it is located, but shapes the values of the wider cultural context in which it is undertaken. The approaches to teaching and learning illustrated encourage pupils to recognise the interconnections of conflicting demands, constraints economic, aesthetic, political, environmental, ethical and moral, as well as ergonomic, technical and scientific values of designing and the consequences of the outcomes. The key intention is support teachers in embedding values based approaches into their own teaching and planning for Design and Technology learning.
AB - This chapter explores the role and responsibility of teaching values through Design and Technology. It considers the values encountered through the authentic contexts and topical controversies in which Design and Technology learning tend to be located. Design and Technology education contributes to the development of young people's sensitivity to human and environmental concerns, both locally and globally. It can do much to encourage moral thinking and social responsibility in people, whether they are working as specialist technologists or thinking and acting as consumers, users or citizens. This chapter explores the influence designing and making, to meet needs, wants and desires, have on our environment, society, systems and ethics. It considers the way in which design activity not only reflects the values and beliefs of the community in which it is located, but shapes the values of the wider cultural context in which it is undertaken. The approaches to teaching and learning illustrated encourage pupils to recognise the interconnections of conflicting demands, constraints economic, aesthetic, political, environmental, ethical and moral, as well as ergonomic, technical and scientific values of designing and the consequences of the outcomes. The key intention is support teachers in embedding values based approaches into their own teaching and planning for Design and Technology learning.
KW - teacher education
KW - values
KW - design and technology education
KW - issues based learning
M3 - Chapter (peer-reviewed)
SN - 9781138785250
SP - 287
EP - 302
BT - Learning to Teach Design and Technology in the Secondary School
A2 - Owen-Jackson, Gwyneth
PB - Routledge
CY - Abingdon
ER -