Abstract
The paper argues that the ability to use language, particularly spoken language, is central to technological capability. An understanding of its role depends on acknowledging design and technology as work with symbols, and is assisted by seeing the product of design as a ‘virtual’ artefact. Language is one of the symbol systems used to construct and communicate this artefact. It articulates aspects of the design that cannot be represented graphically, as well as accommodating the interpersonal dimension of the process. Implications for the curriculum are briefly suggested. The argument is supported by evidence from recordings and observations of a problem-solving episode which occurred in a Canadian architects' practice over a few days in the construction phase of a project.
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Medway, P. The language component in technological capability: Lessons from architecture. Int J Technol Des Educ 4, 85–107 (1994). https://doi.org/10.1007/BF01197585
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DOI: https://doi.org/10.1007/BF01197585