Book chapter 2015

Agency and understanding

SK
Stables, Kay
Environment, Ethics and Cultures: Design and Technology Education's Contribution to Sustainable Global Futures
Journal · pp. 119-132
Abstract

This chapter focuses on how learners can be supported to utilise their design capability to take on the challenge of creating a world that has a chance for a more sustainable future. It begins with three premises. The first is that all human beings are born designers; that there is something fundamental about being human and being designerly in the ways that we go about our lives. The second premise is that in order to optimize the designer in all human beings we have to attend to how that capability is nurtured. © 2015 Sense Publishers. All rights reserved.

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Author Affiliations
Technology Education Research Unit, Goldsmiths, University of London, London, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Nature of Research into Design and Technology Education, (1992)
2 Models of Change the Impact of Designerly Thinking on Peoples Lives and the Environment Seminar 4 Modelling and Society, (2009)
3 Tidskrift Journal of Research in Teacher Education, (2006)
4 Ascent of Man, (1973)
5 Conway, Ruth, Ethical judgements in genetic engineering: the implications for technology education, International Journal of Technology and Design Education, 10, 3, pp. 239-254, (2000)
6 Flow the Psychology of Happiness, (1992)
7 Critical Design Faq, (2007)
8 Elshof, Leo, Productivism and the product paradigm in technological education, Journal of Technology Education, 17, 2, pp. 18-32, (2006)
9 Journal of Technology Education, (1998)
10 Harvard Educational Review, (1995)
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