Conceptualisation of technology education within the paradigm of sustainable development

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Abstract

This article addresses the issue of how sustainable development might be conceptualised and used to advance technology education practice. It is argued that a conceptualisation of sustainable development based on a combination of weak anthropocentrism and value based approaches within particular social, environmental and economic contexts provides the basis for establishing education for sustainable development (ESD) through technology education. It is argued that such an approach is in accord with the general push for a paradigm shift in curriculum development to meet future social needs. Moral values are proposed to be at the centre of teaching and learning in technology education. Examples of learning activities presented in the article illustrate the position and approach. A second issue addressed in the article concerns the role of teachers in the implementation of ESD. The argument advanced in the article, that this role is critical, is supported by the results of two research projects with in-service and pre-service teachers. Copyright © 2008 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)109-132
JournalInternational Journal of Technology and Design Education
Volume19
Issue number2
DOIs
Publication statusPublished - Apr 2009

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Sustainable development
sustainable development
Education
paradigm
education
anthropocentrism
curriculum development
teacher
Curricula
learning
Values
Teaching
research project
Economics
science
economics
Industry

Citation

Pavlova, M. (2009). Conceptualisation of technology education within the paradigm of sustainable development. International Journal of Technology and Design Education, 19(2), 109-132. doi: 10.1007/s10798-008-9073-5

Keywords

  • Sustainable development
  • Education for sustainable development
  • Weak anthropocentrism
  • Value change
  • Learning activities
  • In-service and pre-service teacher training in ESD