Social Change: How Should Technology Education Respond?
Social Change: How Should Technology Education Respond?
复制标题
社会变革：科技教育应如何应对？
DOI：
10.1007/s10798-004-5867-2
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发表时间：
2005
影响因子：
2.1
通讯作者：
M. Pavlova
中科院分区：
文献类型：
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作者：
M. Pavlova
快速的社会变革对个人和教育机构提出了强有力的挑战。技术教育也不例外。为了成为一个有用和真实的学习领域，技术教育应该不断重新审视其理论基础，以便制定应对不断变化的环境，提高学生的学习质量。在这个过程中使用的视角越多，结果就应该越好。本文探讨了社会变革的几个方面，可以影响技术教育的目的和性质的理解，并可能有助于其发展。社会变革是一个非常复杂和动态的现象，可以从各种角度加以考虑，并反映在若干进程中。这些过程在不同类型的社会中是不同的。关于这一专题，与西方社会有关的下列进程（我们承认，对于不同类型的社会，如伊斯兰，中国，社会背景将是不同的）将被分析：（1）重点从社会成员主要作为生产者参与到社会成员主要作为消费者参与的转变;（2）审美领域对人类生活的认知和道德领域的殖民化;（3）人类融入技术世界;（4）从福利国家向竞争国家的转变。这些过程已被确定的基础上，其潜在的影响，技术教育的发展，因此，学生谁studyingit. These过程是在紧张局势，创造了更大的挑战，技术education.Several以上分析的概念化技术educations. An影响进行了讨论。它建议，社会变革可以通过技术教育来解决，如果它的教育目标是“扩大思想和发展所有学生在创造一个更美好的社会”。对于技术教育课堂，这具体意味着学生参与关于技术发展未来纲要的民主辩论;培养他们的社会和生态敏感性;避免将他们的解决方案完全导向商业效率和盈利标准;帮助他们区分真实的需求和愿望;讨论设计对象在当代社会生活中的作用;更多地强调生活中除了审美方面之外的其他方面，这些方面可以为人们提供存在的意义;挑战人们通过广告和培养欲望来操纵的方式;培养对问题的积极/创造性态度（非反应性）;教学生形成问题（不仅参与解决问题）;挑战以消费者为导向的设计;将设计视为灵感的来源之一，而不是经济效用的来源;并培养社会责任感
Rapid social change creates a powerful challenge to individuals and educational institutions. Technology education is not an exception. To be a useful and authentic learning area, technology education should constantly re-examine its rationale in order to formulate responses to changing contexts to improve the quality of learning for students. The more perspectives used for this process, the better the results should be. This article explores several facets of social change that can influence an understanding of the aims and nature of technology education and that might contribute to its development. Social change is a very complex and dynamic phenomenon that can be considered from a variety of perspectives and is reflected in a number of processes. These processes are different in different types of societies. In relation to the topic, the following processes that are relevant to Western societies (it is acknowledged that for different type of societies, e.g. Islamic, Chinese, social context will be different) will be analyzed: (1) The shift of emphasis from engaging society members primarily as producers to engaging society members primarily as consumers; (2) The colonisation of the cognitive and moral spheres of human life by the aesthetic sphere; (3) The integration of people into the technological world and (4) The shift from the Welfare state to the Competition state. These processes have been identified on the basis of their potential influences on the development of technology education and, as a consequence, the students who study it. These processes are in tension which creates even greater challenges to technology education.Several implications of the above analysis in terms of conceptualizing technology education are discussed. It is suggested that social change can be addressed through technology education if the educational goals of it are ‘to broaden minds and develop all pupils in the creation of a better society’. For technology education classrooms, these specifically mean the involvement of students in democratic debates on the future outlines of technological development; development of their social and ecological sensitivities; avoiding orienting their solutions exclusively to the standard of business efficiency and profitability criteria; helping them to distinguish real needs from desires; discussing the role of designed objects in the life of contemporary society; putting more emphasis on other than the aesthetic aspects of life that can provide existential meaning for people; challenging the way people are manipulated through advertising and cultivation of their desires; developing an active/creative attitude towards problems (not re-active); teaching students to formulate problems (not only being involved in problem solving); challenging consumer-oriented design; looking at design as one source of inspiration, not as a source of economic utility; and developing social responsibility