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- W1492862994 abstract "Kurt SeemannIntroductionA school that adopts a curriculum, that aims for a holistic understanding oftechnology, does so because it produces a better educated person than acurriculum which does not. How do we know when we are teaching technologyholistically and why must we do so? Increasingly, more is asked of technologyeducators to be holistic in the understanding conveyed to learners of technologyitself in order to make better informed technical and design decisions in a widerrange of applied settings. The ability of the learner to naturally consider socialand environmental factors, for example, when seeking solutions is seen by someState education systems in Australia as fundamental to a genuine education intechnology (New South Wales Board of Studies, 2000 & 2002). In philosophy,the holist position asserts that to understand the particular one must understandits relation to the whole and that only through reflection of one’s sensation basedapplications can genuine knowledge be critically affirmed (Matthews, 1980,p.87 & p.93). The combined apparently independent paths of the State and theHolist positions set a compelling scene not only for the socio-economicnecessity for holistic technology education in the curriculum but also forTechnology’s status as a key curriculum agent in the knowledge formationprocess of educated individuals.This paper asserts that the general elements of Applied Setting (includingTime), Human (as Agent), Tool and Environment are well placed to be thenecessary basics to any holistic human technological activity. How and whythese elements work together, their schema, will be referred to in this paper asthe ‘Basic Principles’. The paper presents the thesis that Technology cannot bereduced to less than these general elements and as such, Technology is theirproduct. We therefore may need to understand and teach these elements andtheir relations to each other explicitly, in ways that reveal the utility of suchunderstanding when making technical choices and design decisions for all thegenres of technology and at all their scales of application and discovery. Thecase is made for technology to not merely be a ‘know how’ learning experience,but necessarily also a holistic ‘know why’ learning experience essential fordeveloping and transferring technological knowledge.___________________________" @default.
- W1492862994 created "2016-06-24" @default.
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- W1492862994 date "2003-01-01" @default.
- W1492862994 modified "2023-09-23" @default.
- W1492862994 title "Basic principles in holistic technology education" @default.
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