How technology makes us human: cultural historical roots for design and technology education

Matt McLain, DAWNE IRVING-BELL, DAVID WOOFF, David Morrison-Love

Research output: Contribution to journalArticle

29 Downloads (Pure)

Abstract

In the context of curriculum change within English education, and beyond, this article explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline.
The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns.
This article asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative.
Original languageEnglish
Pages (from-to)464-483
Number of pages20
JournalCurriculum Journal
Volume30
Issue number4
Early online date7 Aug 2019
DOIs
Publication statusPublished - 2 Oct 2019

Fingerprint

curriculum
education
curriculum subject
determinism
technical innovation
Values
career
engineering
school
economics
literature
philosophy

Keywords

  • Culture
  • design and technology
  • philosophy of technology
  • pragmatism
  • technology and society

Cite this

McLain, Matt ; IRVING-BELL, DAWNE ; WOOFF, DAVID ; Morrison-Love, David. / How technology makes us human: cultural historical roots for design and technology education. In: Curriculum Journal. 2019 ; Vol. 30, No. 4. pp. 464-483.
@article{65d413c488074974bb31829273a1a7a0,
title = "How technology makes us human: cultural historical roots for design and technology education",
abstract = "In the context of curriculum change within English education, and beyond, this article explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline.The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns.This article asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative.",
keywords = "Culture, design and technology, philosophy of technology, pragmatism, technology and society",
author = "Matt McLain and DAWNE IRVING-BELL and DAVID WOOFF and David Morrison-Love",
year = "2019",
month = "10",
day = "2",
doi = "https://www.tandfonline.com/doi/full/10.1080/09585176.2019.1649163",
language = "English",
volume = "30",
pages = "464--483",
journal = "Curriculum Journal",
issn = "0958-5176",
publisher = "Taylor & Francis",
number = "4",

}

How technology makes us human: cultural historical roots for design and technology education. / McLain, Matt; IRVING-BELL, DAWNE; WOOFF, DAVID; Morrison-Love, David.

In: Curriculum Journal, Vol. 30, No. 4, 02.10.2019, p. 464-483.

Research output: Contribution to journalArticle

TY - JOUR

T1 - How technology makes us human: cultural historical roots for design and technology education

AU - McLain, Matt

AU - IRVING-BELL, DAWNE

AU - WOOFF, DAVID

AU - Morrison-Love, David

PY - 2019/10/2

Y1 - 2019/10/2

N2 - In the context of curriculum change within English education, and beyond, this article explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline.The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns.This article asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative.

AB - In the context of curriculum change within English education, and beyond, this article explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline.The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns.This article asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative.

KW - Culture

KW - design and technology

KW - philosophy of technology

KW - pragmatism

KW - technology and society

UR - http://www.mendeley.com/research/technology-makes-human-cultural-historical-roots-design-technology-education

UR - http://www.scopus.com/inward/record.url?scp=85070514820&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070514820&partnerID=8YFLogxK

U2 - https://www.tandfonline.com/doi/full/10.1080/09585176.2019.1649163

DO - https://www.tandfonline.com/doi/full/10.1080/09585176.2019.1649163

M3 - Article

VL - 30

SP - 464

EP - 483

JO - Curriculum Journal

JF - Curriculum Journal

SN - 0958-5176

IS - 4

ER -