Values in and of D&T
Alison Hardy
In D&T the concept of ‘value’ has been primarily used in relation to subject content, pedagogy and outcomes, but Layton (1992a, p.1) points out:
If some views on values and technology appear to you as the only possible ones, take this as a sign that you have neither understood the relationship of values and technology, nor the reason why an understanding of this is important.
Layton (1992b) identifies that there are different kinds of values that pupils need to learn about in D&T for use when making judgments, such as technical values, economic values and moral values. Others have considered the role of values in making design decisions (Trimingham, 2008) or as a framework for understanding new technologies (Prime, 1993). Martin (1999, p. 202) categorises these as ‘values within’ D&T, but analysis reveals that there are another two categories (Hardy 2015):
- Values developed through D&T: How a pupil becomes technologically literate because of studying D&T (Dakers, 2005; Keirl, 2007)
- Values ascribed to D&T: Layton’s (1992, p.3) second perspective was not as values within D&T but how the values systems of ‘stakeholders involved in the socio-political shaping of school technology’ influence design and technological activity.
In design and technology pupils learn about how values inform, and are implied in, the design of artefacts and systems.
Pupils’ knowledge of values can be applied in different ways, for example:
- Understanding what is valued by others.
- Making value judgements themselves when designing, making, and evaluating.
- Recognising that values are implicit within products and systems.
Table 1 Some different kinds of values in design and technology (Layton 1992:36)
|
Values |
Examples |
|
Technical |
Right material for the job Improved performance Improved performance of an artefact ‘Neat’ solution |
|
Economic |
Thrifty use of resources Maximising added value of a product |
|
Aesthetic |
Pleasing to handle Attractive to look at |
|
Social |
Equality of the sexes Regard for the disadvantaged and people with disabilities |
|
Environmental |
Ecological benignity Sustainable development |
|
Moral |
Sanctity of life |
|
Spiritual / religious |
Commitment to a conception of humans and their relationship to nature |
References
Budgett-Meakin, C. (1992). Values to make the future work: the role of the appropriate technology approach in design and technology education (Version1). Loughborough University.
Dakers, J. R. (2005). The hegemonic behaviorist cycle. International Journal of Technology and Design Education, 15(2), 111-126.
D Layton, "Values in Design and Technology," in Make the Future Work, edited by C Budgett-Meakin, Longman, 1992, pages 36 to 53.
Hardy, A.L., 2015. What's D&T for? Gathering and comparing the values of design and technology academics and trainee teachers. Design and Technology Education: An International Journal, 20 (2), 10-21.
Keirl, S. (2007). The politics of technology curriculum. In D. Barlex (Ed.), Design and technology for the next generation (pp. 60-73). Cliffeco Communications.
Layton, D. (1992). Values and design and technology. Loughborough University.
Martin, M. (1999). Exploring values in design and technology. In D. Lawton, J. Cairns & R. Gardner (Eds.), Values and the curriculum; the school context (pp. 199-207). Curriculum Studies Academic Group.
Prime, G. M. (1993). Values in technology: Approaches to learning. Design & Technology Teaching, 26(1), 30-36.
Trimingham, R. (2008). The role of values in design decision-making. Design and Technology Education: An International Journal, 13(2), 37-52.
