What follows is a philosophical argument that will attempt
to explore the notion of school based design and
technology as vocational education. This is, for some
reason, commonly attributed to its qualities which are
regarded as different from other types of education –
normally referred to as ‘academic education’. I am mindful
that this quest is full of dangers and pitfalls and I expect,
as a result, to be challenged in my thoughts, and rightly so
for is this not what a conference sets out to accomplish?
In my arguments I will give an interpretation that seeks to
“correlate things which often are not on the surface
connected” (Lovejoy, 2001: 21). Things like philosophy
and its necessary, but often neglected relationship, with
design and technology serves as an example which, as in
Plato’s allegory of the cave can help liberate the learner
from the false, pre-determined images presented in the
shadowy depths of the cave, and lead her up into the
sunlight, thereby revealing a reality which is no longer
constructed for her, but rather, by her
