|B.80 | Wednesday, 18 July 2007, 10:30 - 11:00, Room B2 |
|An investigation into the relationship between design thinking and skilled knowledge in craft education
|This presentation is about a part of a comparative research about craft education in schools in England and Japan. It discusses the findings of field work and document analysis about the relationship between design thinking and skilled knowledge in craft education in England.
England has strong traditions in craft education and has defined craft as skilled knowledge in the past. However, this concept is changing. In England, skilled knowledge has been identified as the main outcome in craft learning in schools. While craft was initially introduced into general education as a practical subject, development of children’s cognitive abilities, creativity and problem solving, are being emphasised in contemporary rationales for craft education. In order to foster children’s creative design thinking, autonomous learning and researching ideas are being recommended in craft education literature now. However, it could be argued this is not appropriate because each craft requires knowledge of specific techniques, materials, and tools and apprenticeship has been recommended as the best way of learning the knowledge.
The findings from policies for and teaching practice in primary and secondary schools in England will be analysed for identifying concepts of craft, values on design thinking and skilled knowledge in craft activities and teaching strategies and resources for them, and ways of combining design thinking and skilled knowledge. Implication of this for craft activities in general education will be explored.