Towards a transformative epistemology of technology education

Morrison-Love, D. (2017) Towards a transformative epistemology of technology education. Journal of Philosophy of Education, 51(1), pp. 23-37. (doi:10.1111/1467-9752.12226)

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Abstract

Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and Science. While recognising that no single factor lies behind such a condition, this paper draws upon thinking in the philosophy of technology, technology education and the ontology of artefacts to argue that transformation may be considered as an epistemic source for technology in a similar way to ‘proof’ within Mathematics and ‘interpretation’ within Science. Encapsulating technology's intimate relationship with materials, it is ultimately argued that the transformation of a technical artefact from an ill-defined into a well-defined ontological state constitutes a prime source of technological knowledge for pupils. Moreover, it provides an alternative route into further consideration about the nature of the domain, epistemology and curricular identity of the subject.

Item Type:Articles
Additional Information:A podcast is available.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Morrison-Love, Dr David
Authors: Morrison-Love, D.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:Journal of Philosophy of Education
Publisher:Wiley
ISSN:0309-8249
ISSN (Online):1467-9752
Published Online:28 November 2016
Copyright Holders:Copyright © 2016 The Philosophy of Education Society of Great Britain
First Published:First published in Journal of Philosophy of Education 51(1):23-37
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher
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