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Two Cultures of Technical Courses and Discourses: The Case of Computer Aided Design

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Abstract

Researchers in science and technology studies (STS) are in the process of dismantling the conventional human-machine and nature-society-technology boundaries solidified by C. P. Snow and generations of designers, engineers, researchers, scientists and teachers. Using the case of computer aided design (CAD), I argue that by combining the sociopolitical knowledge of STS with technical knowledge we can finally and forcefully bring an end to technical education. To make this argument, I draw on my experiences in teaching CAD in post-secondary institutions in design, engineering, and teacher education. Theories and practices are described to assist design and technology educators with the dilemma of addressing sociopolitical knowledge.

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  1. Department of Curriculum Studies, University of British Columbia, Vancouver, BC V6T 1Z4, Canada. E-mail:

    Stephen Petrina

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Petrina, S. Two Cultures of Technical Courses and Discourses: The Case of Computer Aided Design. International Journal of Technology and Design Education 13, 47–73 (2003). https://doi.org/10.1023/A:1022389815503

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