Knowledge and Values in Technology Education

This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.

[1]  Ian Holdsworth,et al.  Investigating Values in Secondary Design and Technology Education , 1999 .

[2]  Paul L. Gardner,et al.  Representations of the Relationship between Science and Technology in the Curriculum , 1994 .

[3]  Walter G. Vincenti.  Technological Knowledge without Science: The Innovation of Flush Riveting in American Airplanes, ca. 1930-ca. 1950 , 1984 .

[4]  de Mj Marc Vries,et al.  Technology Education: Beyond the "Technology is Applied Science" Paradigm , 1996 .

[5]  Ernest N. Savage,et al.  A Conceptual Framework for Technology Education. , 1990 .

[6]  J. Dewey.  How we think : a restatement of the relation of reflective thinking to the educative process , 1934 .

[7]  Rodney E. Frey.  A Philosophical Framework for Understanding Technology. , 1989 .

[8]  Walter G. Vincenti,et al.  What Engineers Know and How They Know It: Analytical Studies from Aeronautical History , 1990 .

[9]  Thomas L. Erekson.  Technology Education from the Academic Rationalist Theoretical Perspective , 1992 .

[10]  A Andries Sarlemijn,et al.  Designs are Cultural Alloys, ‘STeMPJE’ in Design Methodology , 1993 .

[11]  M. Rokeach.  The Nature Of Human Values , 1974 .

[12]  D. Herschbach.  Technology as Knowledge: Implications for Instruction. , 1995 .

[13]  E. C. Hodgman,et al.  A conceptual framework to guide nursing curriculum. , 1973, Nursing forum.

[14]  Andrew Breckon.  National Curriculum Review in Design and Technology for the Year 2000 , 1998 .

[15]  William E. Dugger,et al.  A United Vision: Technology for All Americans , 1996 .

[16]  Arley Tamir,et al.  Shaping Concepts of Technology: What Concepts and How to Shape Them , 1997 .

[17]  Nico Stehr,et al.  The Culture and Power of Knowledge in Modern Society , 1992 .

[18]  Walter G. Vincenti,et al.  What Engineers Know and How They Know It: Analytical Studies from Aeronautical History. , 1992 .

[19]  E. Layton.  Technology as Knowledge , 2023 .

[20]  N. Noddings.  Philosophy of education , 1995 .

[21]  Don Ihde.  The Structure of Technology Knowledge , 1997 .

[22]  Peter Weingart,et al.  The Structure of Technological Change: Reflections on a Sociological Analysis of Technology , 1984 .

[23]  R. McCormick.  Conceptual and Procedural Knowledge , 1997 .

[24]  Günter Ropohl.  Knowledge Types in Technology , 1997 .

[25]  Postmodernism and State Education , 1994 .

[26]  Marc J. De Vries.  Science, Technology and Society: a Methodological Perspective , 1997 .

[27]  J. Jarrett.  The Teaching of Values: Caring and Appreciation , 1991 .

[28]  Interpretation of Technology in curriculum documents - a comparative analysis , 2001 .

[29]  Susan McLaren.  Value Judgements: Evaluating Design: A Scottish Perspective on a Global Issue , 1997 .

[30]  M. Pavlova.  Policy in the area of technology education - a framework for theoretical analysis , 2001 .

[31]  Ulrich Beck,et al.  The reinvention of politics : rethinking modernity in the global social order , 1999 .

[32]  B. Massumi,et al.  The postmodern condition : a report on knowledge , 1979 .

[33]  Jürgen Habermas,et al.  Toward A Rational Society , 1970 .

[34]  M. Young.  Knowledge and Control: New Directions for the Sociology of Education , 1972 .

[35]  Richard Green,et al.  Understanding practice in design and technology , 1996 .

[36]  J. Habermas,et al.  Knowledge and Human Interests , 1972 .

[37]  W. B. Waetjen.  Technological Literacy Reconsidered , 1993 .

[38]  Govindan Parayil,et al.  Technological knowledge and technological change , 1991 .

[39]  M. Polanyi.  Chapter 7 – The Tacit Dimension , 1997 .

[40]  Henryk Skolimowski,et al.  The Structure of Thinking in Technology , 1966 .

[41]  David Barlex.  The Nuffield Approach to Values , 1993 .

[42]  Rodney L. Custer,et al.  Examining the dimensions of technology , 1995 .

[43]  Stanley R. Carpenter.  Modes of Knowing and Technological Action , 1974 .

[44]  Margarita Pavlova.  "Teaching" Values in Technology Education: A Critical Approach for the Theoretical Framework , 2002 .

[45]  Crispin Jones,et al.  Postmodernity and European Education Systems Cultural Diversity and Centralist Knowledge , 1995 .