Switch to draftPreviewUpdateAdd title The commonly held view of knowledge creation is that research leads to new knowledge that influences practice. Practitioner theory suggests an alternative model, namely that it is practice that can lead to new knowledge, which can subsequently be researched and refined. One model is essentially the reverse of the other. In […]
One of the key experiences that shaped my attitude towards the likely success of topdown approaches was writing a 16+ textbook in response to a supposed ‘Common Core’ for A-Level Design and Technology. By the late 1980s interest in the subject was growing, but the existence of 90+ different A-level syllabuses relating to the design […]
Eddie Norman … investigating? … piloting? … exploring? … modelling? There are many possible responses, but … research … might be one that springs to mind, and it begs many questions. Research has been a term used to describe all kinds of investigations within D&T in schools. What kind of research? Who should the […]
Eddie Norman LDP’s new title Redesigning D&T was launched on Tuesday 6 July and these are the 3 key areas I noted concerning its background: the decline of D&T; who the designers of a curriculum should be; and knowledge in D&T. THE DECLINE OF D&T The book is one result of the many interesting discussions that […]
Eddie Norman There are many issues that need to be discussed and many debates that need to be had concerning design in general education, and Design and Technology in particular. Dr Alison Hardy’s initiative in creating the Talking D&T podcasts provides one excellent platform for these to happen. One of the most important is ‘knowledge’ and […]
Most writers on design education are (rightly) scornful of our highly standardised school curriculum. We see it as focused on past knowledge, emphasising the academic over the creative and practical. Though it claims to be trying to fit children for adult life, it is not itself orientated towards the future or the skills and understandings […]
If Brexit means Brexit, does education mean education? Or, to put the equation differently, what does Brexit mean for education? And, even more important, what can education do for Brexit? I’d say ‘a lot’ but perhaps not in the way understood by politicians. There seems to be quite remarkable agreement on the required national response […]
Over the past few months we have been getting Eileen Adams’ new book ready for publication in June. Called Eileen Adams: Agent of Change it is a ‘critical autobiography’ covering her experiences as a classroom teacher, researcher and campaigner. A recurring theme in her career is the use of study methods deriving from art to […]
When I became Editor of Design and Technology Education: an international Journal (DATE:IJ) in 2005 there was a clear direction ahead. It had been set many years previously by the late Professor John Eggleston at the first IDATER conference in 1988. It was actually DATER then (Design and Technology Education Research and Curriculum Development Conference), […]
It seems very clear that something is seriously amiss in what might be called ‘cultural’ education. We have already reviewed the manifestos from NSEAD and the Crafts Council. Now we have a substantial report on the wider value of culture and the importance of cultural education. It comes from the Warwick Commission set up by […]
