Designing the future? Technology, values and choice

Abstract

There is a widespread recognition of the desirability of broadening the scope of technology education with the objective of a form of ‘technological literacy’ which would embrace social relations as well as technique. In 1990, Technology was introduced as a compulsory element of general education in England and Wales. Initially the curriculum gave equal weight both to the context as well as the content of technological activity, but subsequent revisions point the way back to an emphasis on technique and a narrower view of the role of the designer. In some respects, this simplifies the task of the technology teacher, and it might also be said to reflect the everyday realities of much technological activity. It is, however, an essentially conservative approach which tends to reinforce and legitimise attitudes which place a high value on technical performance while consigning the purposes and outcomes of technological activity to the shadows. It is argued that, for the sake of the future, it is essential that values in design and technology are ‘brought up to the light’. Technology teachers should take some responsibility for this, but cannot be expected to shoulder the whole burden.