Re-sacralising design: investigating enculturation as ways of being for design education in UK schools

摘要：这项跨学科的研究探索了在英国文化部门更广泛的背景下，教师和设计师之间的专业交流形式。该研究分析了文化适应和后基督教宗教素养的概念，以确定设计教育内部和这些专业人士之间的替代交流模式。该研究旨在使设计教师和实践者能够挑战该领域的世俗思想，这种思想在遇到文化多样性时抑制了与文化多样性联系的能力，并将设计教育限制在对后基督教世俗文化的反思中。这个机会是通过与多元、不同背景下存在的全方位文化价值观联系起来，重新构想设计教育。背景：本研究认为，理性主义和后基督教假设导致了语言和话语在教育、专业设计和文化领域的叠加，这种叠加是自我延续的，模糊了意义。设计和技术是一门以文化适应的社会学理念为基础的学科，但“神圣化的词”的影响导致了一种有害的文化适应，即教师在当前语言和话语创造的文化中，寻求与该文化相关的系统和公式，但这些系统和公式与设计的目的、实践和文化相去甚远。教育、设计行业和文化部门之间的交流是设计教育文化化概念的核心，在政策层面被视为技能和经济发展的重要因素。然而，本研究认为，由于后基督教话语的筒仓效应，这三者不能完全共同努力，形成一种富有成效的文化适应模式。目前各部门之间的交流形式，通常是由特定部门的专家“促进”的，可以加深这种影响，并进一步将设计和设计教育伪合理化，作为一个与设计师、制造者和用户的生活文化脱节的自治过程。目的：本研究旨在借鉴包括本土化和对话在内的神学概念，探讨理性主义和后基督教假设对语言和话语的影响，从而在这三个领域的专业人士之间发展新的对话和交流形式。总体目标是找出从宗教和非宗教的存在方式中提取的交换的替代理论和方法是否可以重振文化适应，作为一个过程，通过这个过程，设计和技术教育可以重新连接其所教授的多元文化。研究跨部门和学科，本研究旨在：批判性地反思现有的教学实践，并为支撑这些理论的教育理论做出贡献。通过打破反映基督教和后基督教西方的固有假设，提高英国学校设计教育的质量。在全球化和文化多样化的背景下，参与各种文化环境的设计x为文化和后世俗宗教素养的跨学科辩论做出贡献，研究结果可能与以下方面相关：x设计和技术的初始教师培训计划；以及潜在的其他创造性学科x英国中学和大学的设计教育教学实践和专业发展x画廊和博物馆部门的学习专业人员x设计行业从业者x跨不同环境的企业社会责任培训计划x宗教素养理论x社会和文化政策方面

Summary:This interdisciplinary research explores forms of professional exchange between teachers and designers within the wider context of the cultural sector in the UK. The research analyses concepts of enculturation and post-Christian religious literacy to identify alternative models of exchange within design education and between these professionals. The study aims to enable design teachers and practitioners to challenge a secular-mindedness in the field which inhibits the ability to connect with culture diversity when it is encountered, and restricts design education to reflections of post-Christian secular culture. The opportunity is to reimagine design education by connecting with the full range of cultural values which exist in plural, diverse contexts.Context:This research argues that rationalism and post-Christian assumptions have led to an overlayering of language and discourse in education, and also in professional design and the cultural sector, which is self-perpetuating and obscures meaning. Design and technology is a subject underpinned by the sociological idea of enculturation, but the effect of the 'sacralised word' has led to a form of detrimental enculturation, whereby teachers, in a culture created by current language and discourse, reach for systems and formulae that relate to that culture but which are far removed from the purpose, practice and culture of design. Exchange between the education, design industry and cultural sectors is central to the concept of enculturation in design education, and is seen at policy level as important for skills and economic development. However, this study argues that the three are not able to fully work together towards a model of productive enculturation due, in large part, to the silo effect of post-Christian discourse. Current forms of exchange between the sectors, which are often 'facilitated' by sector-specific experts, can deepen this effect and further a pseudo-rationalisation of design and design education as an autonomous process which is disconnected from the living cultures of designers, makers and users. Aims: By drawing from theological concepts including inculturation and dialogue, in relation to the effects of rationalism and post-Christian assumptions on language and discourse, this research aims to develop new forms of dialogue and exchange among professionals from the three sectors. The overarching aim is to find out whether alternative theories and methodologies of exchange drawn from both religious and non-religious ways of being can reinvigorate enculturation as a process through which design and technology education can reconnect with the plural and diverse cultures within and about which it is taught.Researching across sectors and disciplines, this study aims to: x Critically reflect on existing pedagogical practices and contribute to educational theory which underpins thesex Improve the quality of design education in UK schools by disrupting embedded assumptions which reflect a Christian and post-Christian West, and engaging with the range of cultural settings available to design in a globalised and culturally diverse context x Contribute to areas of interdisciplinary debate on culture and post-secular religious literacy Research findings will potentially be relevant to:x Initial teacher training programmes for design and technology, and potentially other creative subjectsx Design education teaching practice and professional development in UK secondary schools and colleges x Gallery and museum sector learning professionalsx Design industry practitionersx Corporate social responsibility training schemes across diverse settingsx Religious literacy theory x Aspects of social and cultural policy