Suchergebnisse

Intro -- Positioning Technology Education in the Curriculum -- PREFACE -- TABLE OF CONTENTS -- INTRODUCTION -- TEACHING ABOUT TECHNOLOGY: DEFENDING THE OBVIOUS -- DEVELOPMENTAL ASPECTS -- DEFINING TECHNOLOGY EDUCATION -- TECHNOLOGY, ENGINEERING AND SCIENCE EDUCATION -- FORMAL AND INFORMAL TECHNOLOGY EDUCATION -- CONTRIBUTING TO RESPONSIBLE CITIZENSHIP: ETHICS AND SUSTAINABILITY -- TEACHING TECHNOLOGY AS A CONTRIBUTIION TO LITERACY -- PROGRESSION IN THE CURRICULUM -- POSITIONING TECHNOLOGY EDUCATION IN DEVELOPING COUNTRIES' SCHOOL CURRICULUM -- THE FUTURE OF TECHNOLOGY EDUCATION IN THE SCHOOL CURRICULUM -- DEVELOPMENTAL ASPECTS -- A CONTEXT FOR CHANGE - A CHARGE TO CONSIDER -- INTRODUCTION -- PRECEDENTS -- A CONTEXT FOR CHANGE -- A CHARGE TO CONSIDER -- CLOSING THOUGHTS -- REFERENCES/BIBLIOGRAPHY -- LOOKING BACK IN ORDER TO MOVE FORWARD: The Position of Technology Education in Past Swedish Curricula -- The Position of Technology Education in Past Swedish Curricula -- THE NATURE, METHODOLOGY, AND HISTORIOGRAPHY OF SCHOOL TECHNOLOGY -- WRITING THE HISTORY OF TECHNOLOGY EDUCATION IN TERMS OF KNOWLEDGE BASE, TEACHERS, AND EXTERNAL STAKEHOLDERS - A COMMENTED RESEARCH OVERVIEW -- TOWARDS A CONTEXTUALIST HISTORY OF TECHNOLOGY EDUCATION - SWEDISH CIVIC EDUCATION 1920-1935 -- CONCLUSION -- NOTES -- REFERENCES -- DEFINING TECHNOLOGY EDUCATION -- BLURRING THE BOUNDARIES BETWEEN HUMAN AND WORLD -- INTRODUCTION -- CONCEPTUALISING BOUNDARIES: EXPLORING THE DIVIDE BETWEEN FUNCTION AND MEANING -- CONCEPTUALISING BOUNDARIES: EXPLORING THE DIVIDE BETWEEN NATURE AND TECHNOLOGY -- CONCEPTUALISING BOUNDARIES: EXPLORING THE DIVIDE BETWEEN HUMANS AND TECHNOLOGY -- NOTES -- REFERENCES -- WHERE DID TECHNOLOGY GO?: TUFF research school, Stockholm University, Sweden -- A PROPOSAL FOR A DEFINITION OF THE WORD "TECHNOLOGY".

The arising of the industrial society and the growth of human population have been main causes of resource depletion, climate change and the decline of ecosystems. Industrial systems and technologies have brought economic and public health progress, leading to an unprecedented population in relatively good conditions. But often, the new technologies that enabled this development turned out not to be the miracle solutions that they had been claimed to be: plastics contained toxics and caused world-wide litter, industrially processed food turned out to be a threat to public health, information and communication technologies provided a wealth of information but also threatened democratic society, and military technologies to secure freedom threatened humanity's very existence. In reaction, there was a tendency to return to natural products and production processes. 'Industry' and 'Modern Technology' became suspect. Slogans emerged that emphasized the value of nature: 'Nature knows better' emphasizing healthier products without synthetic chemicals and "Nature does not produce any waste" criticizing the whole industrial society. Many of these slogans are in fact not verifiable empirical statements, and some of them are erroneous. Hence, 'natural' and 'nature derived' products and production processes are not a priori to be preferred above man-made products as the sustainable solution. Why are man-made products and processes not considered to be natural like the ones made by other animals? The first question that this paper addresses is how to assess 'natural'-, 'nature derived'- and 'classic' solutions to design challenges. In the first part of the paper, it is shown by various short case studies that design solutions from nature have survived long periods of selection pressure, which implies that they are in balance with their natural environment. The vast number of specific niches that ecosystems provide has created an abundance of natural design solutions. Hence, in the second part, the question will be addressed if the study of 'natural principles' can help industrial designers to think outside the box. Understanding biological analogies remains difficult for design students. Preliminary empirical research showed students using these, intentionally or unintentionally, copied aspects which are often misinterpreted into their design, i.e. blindly copying form while leaving out process or system. Biomimicry education offers new and compelling insights to measure and evaluate products, aiming to improve the sustainability score. This study reviews basic steps on how biomimicry could improve design education.