Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

The hierarchal status of academic disciplines, what defines valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored. © 2017 British Educational Research Association

Cultural and historical roots for design and technology education: why technology makes us human

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

How technology makes us human: cultural and historical roots for design and technology education

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity (BERA Blog Post)

The hierarchical status of academic disciplines, what design valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is arguably the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes influencing design and technology. Specifically, we seek to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce ‘STEM’

How technology makes us human: cultural historical roots for design and technology education

In the context of curriculum change within English education, and beyond, this article explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline. The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns. This article asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative

L\'evy-stable two-pion Bose-Einstein correlations in sNN=200\sqrt{s_{_{NN}}}=200 GeV Au++Au collisions

We present a detailed measurement of charged two-pion correlation functions in 0%-30% centrality $\sqrt{s_{_{NN}}}=200$ GeV Au$+$Au collisions by the PHENIX experiment at the Relativistic Heavy Ion Collider. The data are well described by Bose-Einstein correlation functions stemming from L\'evy-stable source distributions. Using a fine transverse momentum binning, we extract the correlation strength parameter $\lambda$, the L\'evy index of stability $\alpha$ and the L\'evy length scale parameter $R$ as a function of average transverse mass of the pair $m_T$. We find that the positively and the negatively charged pion pairs yield consistent results, and their correlation functions are represented, within uncertainties, by the same L\'evy-stable source functions. The $\lambda(m_T)$ measurements indicate a decrease of the strength of the correlations at low $m_T$. The L\'evy length scale parameter $R(m_T)$ decreases with increasing $m_T$, following a hydrodynamically predicted type of scaling behavior. The values of the L\'evy index of stability $\alpha$ are found to be significantly lower than the Gaussian case of $\alpha=2$, but also significantly larger than the conjectured value that may characterize the critical point of a second-order quark-hadron phase transition.Comment: 448 authors, 25 pages, 11 figures, 4 tables, 2010 data. v2 is version accepted for publication in Phys. Rev. C. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.htm