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The Resource Critique in Design and Technology Education

Critique in Design and Technology Education

Label
Critique in Design and Technology Education
Title
Critique in Design and Technology Education
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Contemporary Issues in Technology Education Ser
Critique in Design and Technology Education
Label
Critique in Design and Technology Education
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4811124
Publication
Copyright
Related Contributor
Related Location
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Related Authorities
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Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Contents -- Contributors -- About the Authors -- Critique in Design and Technology Education: About the Book -- References -- Part I The Basis of Critique -- Philosophy as Critique -- 1 Introduction -- 1.1 Philosophy of Technology for Critiquing Technology -- 1.2 Two Types of Philosophical Critique -- 1.3 The Early History of Philosophy of Design, Engineering and Technology -- 1.4 The Continental Approach -- 1.5 The Analytical Approach -- 1.6 Implications for Design and Technology Education -- References -- Critique of Technology -- 1 Spiritual Critique of Media and Technology, 550 BCE-1400 CE -- 2 Cultural Criticism and Critique of Media and Technology, 1450-1820 -- 3 Social Critique of Media and Technology, 1840-1900 -- 4 Psychic and Ontic Critique of Media and Technology, 1910-1970 -- 5 Identic Critique of Media and Technology, 1975-2001 -- 6 Conclusion -- References -- Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good -- 1 Introduction -- 2 Critiquing Past and Present Design Practices -- 2.1 How Do Designers Define and Critique Themselves? -- 2.2 Utopian and Dystopian Views of Design -- 2.3 Micro and Attainable Utopias -- 2.4 World Views -- 2.5 Design Activism -- 3 Design as Critique -- 3.1 Critical Practices: Critical Design and Speculative Design -- 3.2 Critiquing Critical Design -- 4 Critiquing the Normative Paradigms of Design and Designing Within Mainstream Design and Technology Education -- 5 Achieving a Broader Canvas: Attainable Utopias, Sustainable Futures, Critique and Speculation, Activism and Agency (Insights from Current Practice) -- 6 Conclusion -- References -- The Identification and Location of Critical Thinking and Critiquing in Design and Technology Education -- 1 Introduction -- 2 Understanding and Critiquing in Critical Thinking
  • 3 Critical Thinking About design and technology Education and Pedagogy -- 4 Critical Thinking About Thinking -- 5 Pursuit of Self-Understanding and Personal Agency: Discernment In and Of Thinking -- 6 An Example of Critical Thinking and Critiquing: DT IDEAS -- 7 Some Conclusions -- References -- Alternative Knowledge Systems -- 1 Introduction -- 2 Alternative Knowledge Systems -- 3 IKS and Their Characteristics -- 3.1 Characteristics of IKS -- 4 Technology as an Aspect of Culture -- 4.1 Culture Informs Design -- 4.2 Technological Artefacts as Expressions of Culture -- 5 Indigenous Knowledge Forms to Consider in D&TE -- 5.1 Textile Technology -- 5.2 Health Technology -- 5.3 Environmental Technology -- 6 IKS-Informed Educational Practices in D&TE -- 6.1 Need to Integrate IKS in D&TE -- 6.2 A D&TE Pedagogy That Is Informed by the IKS Characteristics -- 7 Conclusion -- References -- Part II Critique in Design and Technology Education -- Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics and Potential -- 1 Introduction -- 2 Curriculum Work as Personal Journey and Autobiographical Method -- 3 Critical-Theoretical Underpinnings -- 3.1 The Critical Literacy Movement -- 3.2 Critical Pedagogy in Context -- 4 Global Influences on Technology Curricula -- 4.1 Critiquing Technologies and Design -- 4.2 International and National Technology Education Developments that Informed the Critiquing Innovation -- 4.3 The South Australia Educational Climate -- 5 The South Australian Curriculum, Standards and Accountability (SACSA) Framework -- 5.1 Technological Literacy in SACSA -- 5.2 Shifting Curriculum Orientation from Content to Process and Issues of Identity -- 6 The Emergence of Critiquing -- 7 Subsequent Theorisation and Developments -- 7.1 Notes on the Critiquing-Design Relationship -- 7.2 CDM in an Alternative Arrangement of SACSA
  • 7.3 Critiquing, Discomfort and Democratic Citizenship -- 7.4 Using Critiquing with Ethics to Explore Technologies -- 7.5 Critiquing as Thinking Tool -- 7.6 The Emergent Australian National Curriculum -- 8 Conclusion -- References -- Critique as a Disposition -- 1 Introduction -- 2 A Rationale for Emphasizing Dispositions -- 3 Dispositions and Values -- 4 Assessing Dispositions -- 5 Technological Literacy -- 6 Critique as a Disposition -- 7 Teaching the Disposition of Critique -- 8 Teaching for Dispositions in Design and Technology Education -- 9 Generalizability of the Dispositions -- 10 Conclusion -- References -- Empathy as an Aspect of Critical Thought and Action in Design and Technology -- 1 Introduction -- 2 Conceptualising Empathy -- 3 Empathy and Critical Thinking -- 4 Empathy, Critical Thinking and User-Centred Design -- 5 Empathy as Critical Thought and Action in High School Design and Technology -- 6 Closing Thoughts -- Bibliography -- Critiquing Teaching: Developing Critique Through Critical Reflection and Reflexive Practice -- 1 Exploration of a Conceptual Framework of Critique -- 2 Conceptual Framework for Critique for Design and Technology Teaching -- 3 The Value of Engaging with Critique -- 3.1 Critique as Creative Growth -- 3.2 Critique and Inquiry-as-Stance -- 4 Towards Critiquing: Models and Methods of Critical Reflection -- 4.1 Schön's Reflective Practitioner: Contribution Towards Critiquing Teaching -- 4.2 Brookfield's Lenses: Contribution Towards Critiquing Teaching -- 5 Scaffolds to Support Critique of Teaching -- 5.1 Learning Journals -- 5.2 Significant Incidents -- 5.3 Fictitious Critical Writing -- 5.4 Lesson Study -- 6 Conclusion -- References -- A Critique of Technology Education for All in a Social and Cultural Environment -- 1 About Epistemology -- 1.1 From Thing to Object -- 1.2 Object as Point of View
  • 1.3 How Pupils Deal with the Concept of Technical Object -- 1.4 From Gesture to Word -- 1.5 Languages as Structuration of Codes and Symbols -- 1.6 From Tool to Instrument -- 1.7 Understanding Through Expert/Novice Activity -- 2 About the Sociocultural Inscription of Technology -- 2.1 Object as Social Artefact -- 2.2 Dialectic Socialisation-Individuation -- 2.3 Understanding as Complex Social Activity -- 3 Education for Developing Socialisation Through Individuation -- 4 Some Conclusions -- Bibliography -- Part III The Application of Critique -- Disruptive Technologies -- 1 Introduction -- 2 Preamble -- 3 Describing the L̀ife Cycle' of a Technology -- 4 Building Scenarios -- 5 Critiquing Disruptive Technologies: Possible Approaches -- 6 Critiquing Robotics -- 6.1 Will the Use of Robots Meet the Mckinsey Criteria for Disruption? -- 6.2 Considering Robotics in the Gartner Hype Cycle -- 6.3 Considering Robotics in Terms of Dilemmatic and Fabalistic Narratives -- 6.4 Using the Young Foresight Approach to Critiquing Robotics -- 6.5 Using Scenario Development to Critique Robotics -- 7 Commentary -- References -- Critiquing Literature: Children's Literature as a Learning Tool for Critical Awareness -- 1 Introduction -- 1.1 Technology Landscapes in Children's Literature -- 2 Critique of Technology in Children's Literature -- 2.1 The Mechanising and Homogenising Aspect of Technology -- 2.2 Older Versus Newer Technology -- 2.3 The Colonising Aspect of Technology -- 2.4 Technology Versus Nature -- 2.5 The Enduring Aspect of Technology -- 2.6 Concluding Analysis -- 2.7 Children's Literature as a Learning Tool for Critical Thinking -- References -- Modelling as a Form of Critique -- 1 Introduction -- 2 Models -- 3 Modelling -- 4 Modelling as a Metalanguage -- 5 Modelling as Learning -- 6 Modelling as a Social, Vicarious Act -- 7 Modelling and Behaviour
  • 8 Cognitive Functions of Modelling -- 9 How Fuzzy Is the Picture? -- 10 Implications for Practice -- 11 Summary -- References -- Politicizing the Discourse of Consumerism: Reflections on The Story of Stuff -- 1 Introduction -- 2 A Critical Pedagogy of Consumption -- 3 Toward Political Literacy -- 4 Constructing Consumer Identity Through Curriculum -- 5 Problematizing the Discourse of Technological Design -- 6 Multimedia Classroom Resources for Critiquing Consumption -- 6.1 A Creative and Critical Teaching Resource: The Story of Stuff -- 7 A Critique of Hyperconsumerism -- 8 Critique of Design's Role in Product Obsolescence -- 9 A Call to Action -- 10 Critiquing the Critique -- 10.1 Chemophobic and Anti-capitalist Propaganda -- 10.2 More Pedagogical Considerations -- 10.3 Teaching or Indoctrination? -- 11 Implications for Technology Education -- 12 The Challenges of Critical Literacies for Design and Technology Education -- 13 Concluding Remarks -- References -- Hyper Design Thinking: Critique, Praxis and Reflection -- 1 Introduction -- 2 Critique in Design and Technology Education -- 3 Design Thinking and Metacognition -- 4 Critique: Making or Knowing? -- 5 Defining Critique in Design and Technology Education -- 6 Modes of Reflection in D&T Education -- 7 Praxis in Education -- 8 The Link Between Praxis and Reflection -- 9 Critique Within a Design and Visual Arts Context -- 10 Critical Thinking as a Defining Concept of the University -- 11 Critique in the Australian Design and Technology Education Context -- 12 Critique as a S̀ignature' Pedagogical Practice in Design and Art -- 13 Metadesign and Re-languaging -- 14 Critique, Praxis and Reflection in Design and Visual Arts (D&A) Education -- 15 The Tetrahedron: Non-linear Writing Models for Design -- 16 Conclusion -- References
http://library.link/vocab/cover_art
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unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4387534'}
Extent
1 online resource (323 pages)
Form of item
online
Isbn
9789811031069
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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