Chapter 21 Design Learning at the Limits of Pedagogy

In: A Collection of Dreams about the Future of Technology Education
Author:
Richard Kimbell
Search for other papers by Richard Kimbell in
Current site
Google Scholar
PubMed Close
Type:
Chapter
Pages:
247–260
DOI:
https://doi.org/10.1163/9789004710948_021

Purchase instant access (PDF download and unlimited online access):

$40.00
Add to Cart
Redeem Access Token
  • Collapse
  • Expand

A Collection of Dreams about the Future of Technology Education

A Festschrift in Honour of Marc J. de Vries

Series:  International Technology Education Studies, Volume: 21
Cover A Collection of Dreams about the Future of Technology Education
E-Book ISBN:
9789004710948
Publisher:
Brill
Print Publication Date:
19 Dec 2024
Front Matter
Chapter 1 Introduction to This Festschrift for Marc J. de Vries
Chapter 2 A Most Unusual Philosopher
Chapter 3 A Vision of Technology Education; A USA Perspective
Chapter 4 The Role of Technology Education in Facing the World of Tomorrow
Chapter 5 From Capitalist Vision to Curriculum Crisis
Chapter 6 Back to the Future
Chapter 7 Empowering Students to Bridge the Gap into a Knowledge-Driven Technological Realm
Chapter 8 Technological Concepts and Technical Contexts for Technology Education
Chapter 9 The Wisdom, Power and Promise of Marc J. de Vries’ Thoughts
Chapter 10 A Technology Curriculum for 2030 and Beyond
Chapter 11 The Design Concept/Methodology – A Personal Professional Voyage
Chapter 12 A New Future for Technology Education in Wales
Chapter 13 Developing a New Technology Curriculum for an Urban Setting
Chapter 14 Enduring Concepts and Pluralistic Perspectives for Educating through Designerly Thinking, Doing and Acting towards Positive World Futures
Chapter 15 Wood Cloud: A composition of Intensity for Collaborative Learning
Chapter 16 Food as an Aspect of Technology Education in the 21st Century
Chapter 17 Why It Is Essential That (Ethno)Technological Literacy Is Embodied into STEM and STEAM Education
Chapter 18 Technology Education in Context
Chapter 19 Who Are We Fooling with Schooling?
Chapter 20 The Genesis of Contemporary Technology Education
Chapter 22 Directions for Technology Education in Finland
Chapter 23 Talking Technology into the Future
Chapter 24 A Strategy for Moral Formation of Professionals
Chapter 25 Family Prospects and the Oblate Spheroid
Chapter 26 Technology Ethics at Work
Chapter 27 Technology and Tradition
Chapter 28 Whose Idea Is It Anyway?
Chapter 29 Adapting the Design and Technology Curriculum
Chapter 30 Nurturing Design and Technological Thinking
Chapter 31 Opportunities Won
Chapter 32 Did You Know That Marc Is a Language Genius in Swedish?
Chapter 33 Personal Gratitude Letter to Marc de Vries
Chapter 34 A Journey of Global Impact in Technology Education
Chapter 35 Converging on Interdisciplinarity and Transdisciplinarity
Chapter 36 Some Selected Memories of PATT
Chapter 37 Getting Inspired for the Future
Back Matter

  • Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self confidence? International Journal of Science Education 17(3) 357–369. https://doi.org/10.1080/0950069950170307

    • Search Google Scholar
    • Export Citation

  • Association of Advisers in Design & Technical Studies. (1980). Craft, Design & Technology: a Curriculum Statement. https://www.stem.org.uk/resources/elibrary/resource/33683/craft-design-and-technology-curriculum-statement

    • Search Google Scholar
    • Export Citation

  • Blaschke, L. M., & Hase, S. (2016). Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners. In B. Gros, Kinshuk, & M. Maina (Eds.), The Future of Uniquitous Learning (pp. 25–40). Springer.

    • Search Google Scholar
    • Export Citation

  • Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120, 322–330.

    • Search Google Scholar
    • Export Citation

  • Bronowski, J. (1973). The Ascent of Man. London British Broadcasting Corporation.

  • Delahunty T., & Kimbell, R. (2021, June). (Re)Framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity. British Educational Research Journal, 47(3) , 742–769. https://doi.org/10.1002/berj.3706

    • Search Google Scholar
    • Export Citation

  • Department of Education. (2021). Delivery and Teaching Strategies: Statutory Guidance. GOV.UK https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education/delivery-and-teaching-strategiesGOV.UK

    • Search Google Scholar
    • Export Citation

  • Department of Education and Science (DES). (1981). Understanding design and technology. Department of Education and Science, HMSO.

  • Department of Education and Science (DES). (1988). National Curriculum: Task Group on Assessment and Testing. A report. Department of Education and Science, HMSO.

    • Search Google Scholar
    • Export Citation

  • Dobson, S. (2012). The Pedagogue as Translator in the Classroom. Journal of Philosophy of Education, 46(2), 271–286. doi:

  • Eggleston J, Pemberton A, Taberner D, Brough L, & Hall R. (1974). You are a designer Schools Council Design & Craft Education Project Edward Arnold London Schools Council Publications.

    • Search Google Scholar
    • Export Citation

  • Evans, M. (2004). Killing thinking: The death of the universities. Continuum.

  • Foucault, M. (1990). The will to knowledge (Vol. 1.). Penguin Books.

  • Gweon, H., Pelton, H., Konopka, J. A., & Schulz, L. E. (2014). Sins of omission: Children selectively explore when teachers are under-informative. Cognition, 132(3), 335–341. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gov.uk. (2020, August). Creative industries statistics. https://www.gov.uk/government/statistics/creative-industries-statistics-august-2020

    • Search Google Scholar
    • Export Citation

  • Hicks, G. (1983). “Another step forward for design and technology”. APU Newsletter, 4. DES.

  • Kimbell, R. (1982). Design Education; the foundation years. London Routledge Kegan Paul.

  • Kimbell, R. (2010). “Wrong … but right enough” The Reflection piece in Design & Technology Education: An International Journal. 15, 7–9. Design & Technology Association.

    • Search Google Scholar
    • Export Citation

  • Kimbell, R., Stables, K., Wheeler. T., Wozniak, A., & Kelly, V. (1991). The Assessment of Performance in Design and Technology. School Examinations and Assessment Council (SEAC) D/010/B/91.

    • Search Google Scholar
    • Export Citation

  • Kimbell, R., Bain, J., Miller, S., Stables, K., Wheeler, T., & Wright. R. (2004). Assessing Design Innovation. Goldsmiths University of London.

    • Search Google Scholar
    • Export Citation

  • Kimbell, R., & Stables, K. (2007). Researching Design Learning Dordrecht Netherlands Springer

  • Knowles, M. S. (1972). Innovations in Teaching Styles and Approaches Based upon Adult Learning. Journal of Education for Social Work, 8(2), 32–39. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: the definitive classic in adult education and human resource development (6th ed.). Burlington, M. A. [etc.]. Elsevier Butterworth Heinemann.

    • Search Google Scholar
    • Export Citation

  • Lee, M. J. W., & McLoughlin, C. (2010). Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning (pp. 70–84). IGI Global.

    • Search Google Scholar
    • Export Citation

  • Levitt, R. (2008). Freedom and Empowerment: A Transformative Pedagogy of Educational Reform. Educational Studies, 44, 47–61. http://doi.org/10.1080/00131940802225085

    • Search Google Scholar
    • Export Citation

  • Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. 1. publ. Routledge.

  • McAuliffe, M., Hargreaves, D., Winter, A., & Chadwick, G. (2009). Does pedagogy still rule? Australasian Journal of Engineering Education, 15(1), 13–18.

    • Search Google Scholar
    • Export Citation

  • Mithen, S. (2001). The Evolution of Imagination: An Archaeological Perspective. SubStance, 30(1/2), 28.

  • Osborne J., and Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. A study funded by the Welcome Trust. Kings College London.

    • Search Google Scholar
    • Export Citation

  • Pearl J. (2018). Causal and Counterfactual inference In M. Knauff & W. Spohn (Eds.), The Handbook of Rationality, Section 7.1, pp. 427–438, The MIT Press, 2021.

    • Search Google Scholar
    • Export Citation

  • Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.

  • Sharifi, M., Soleimani, H., & Jafarigohar, M. (2017). E‐portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy. British Journal of Educational Technology, 48(6), 1441–1450. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Shore, C., & Wright, S. (1999). Audit culture and anthropology: Neo-liberalism in British higher education. Journal of the Royal Anthropological Institute, 5, 557–575.

    • Search Google Scholar
    • Export Citation

  • Slaughter, S., & Leslie, L. (1997). Academic capitalism: Politics, policies and the entrepreneurial university. The Johns Hopkins University Press.

    • Search Google Scholar
    • Export Citation

  • Wang, T. J., & Huang, K. H. (2018). Pedagogy, philosophy, and the question of creativity. Teaching in Higher Education, 23(2), 261–273.

    • Search Google Scholar
    • Export Citation

  • Young, M., & Muller, J. (2013). On the powers of powerful knowledge. Review of Education 1(3), 229–250. https://doi.org/10.1002/rev3.3017

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past 365 days Past 30 Days
Abstract Views 43 43 10
Full Text Views 0 0 0
PDF Views & Downloads 0 0 0