Abstract
This paper identifies the importance of both creativity and environmental sustainability for developing individual learners and society as a whole. It suggests that sometimes these two concepts appear to be in tension and that, politically, each is often championed by different communities. The relationship between creativity and environmental sustainability is explored in three separate contexts: in a design and technology schools context where teenage learners are being facilitated to develop creative responses within design briefs that include environmental considerations; through interviewing student teachers who have undertaken an ecodesign project; and through interviews with professional ecodesign practitioners. The tensions, compromises and contradictions evident where there is limited experience of environmental issues is contrasted with the level of optimisation and creativity engaged when designers have more maturity in this area. Finally, some suggestions are made for taking forward creativity and environmental sustainability in technology education through an ecodesign capability approach.
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Notes
For a more detailed discussion of this distinction between technological capability and technology literacy see Kimbell and Stables 2007.
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Stables, K. Educating for environmental sustainability and educating for creativity: actively compatible or missed opportunities?. Int J Technol Des Educ 19, 199–219 (2009). https://doi.org/10.1007/s10798-008-9077-1
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DOI: https://doi.org/10.1007/s10798-008-9077-1