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Designerly well-being: Can mainstream schooling offer a curriculum that provides a foundation for developing the lifelong design and technological capability of individuals and societies?

Stables, Kay. 2012. 'Designerly well-being: Can mainstream schooling offer a curriculum that provides a foundation for developing the lifelong design and technological capability of individuals and societies?'. In: PATT26: Technology Education in the 21st Century. Stockholm, Sweden 26-30 June 2012. [Conference or Workshop Item]

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Abstract or Description

This paper is presented as a position paper that introduces the idea of designerly well-being as the underpinning concept for the development of the Design and Technology (D&T) and Technology Education curricula to be more fit for purpose in the 21st Century. It starts by unpacking the concept of design capability and designerly well-being and then reviews the current turmoil around the D&T curriculum in England as a way of exploring the potential of the subject, reasons why it is seen to have ‘underachieved’ and ways in which the curriculum could be re-thought. Examples of initiatives outside of the formal curriculum are provided to illustrate the value of educational activity that isn’t driven by a formal, prescribed curriculum and a case is made for a radical change to the curriculum that reprioritises the curriculum away from prescribed knowledge and skill and towards developing attributes of designerly well-being such as passion, curiosity, enthusiasm, risk taking, competence and confidence – all developed through the activity of designing and making.

Item Type:

Conference or Workshop Item (Paper)

Keywords:

Design; Capability; Designerly well-being; Curriculum change.

Departments, Centres and Research Units:

Design

Dates:

DateEvent
June 2012Published

Event Location:

Stockholm, Sweden

Date range:

26-30 June 2012

Item ID:

7458

Date Deposited:

19 Nov 2012 18:30

Last Modified:

17 Jul 2018 01:33

URI:

http://research.gold.ac.uk/id/eprint/7458

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