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In this episode of Talking D&T, I delve into the complex topic of teaching children to understand and articulate the agency and values inherent in designed objects. Inspired by my recent conversation with Alice about object agency, I reflect on the challenges and importance of equipping students with the knowledge and language necessary to critically examine the technological world around them.

Throughout the episode, I explore the limitations of simplistic frameworks like Access FM and emphasise the need for teachers to strategically select content that builds students' knowledge base over time. I introduce David Layton's list of values as a potentially powerful tool for structuring lessons around technical, economic, aesthetic, social, environmental, moral and spiritual dimensions of objects. However, I argue that such frameworks are only effective if students have the requisite understanding of materials, processes, and terminology to engage in meaningful analysis.

As I grapple with the complexity of teaching design and technology, I emphasize the importance of spiraling knowledge development and providing opportunities for students to practice applying their understanding to decode the implicit and explicit values embedded in designed objects. 

Ultimately, I position the ability to critically examine object agency and values as a crucial aspect of design and technology education. I challenge teachers to move beyond superficial engagement with frameworks and to instead focus on equipping students with the rich knowledge and language needed to participate successfully in a complex designed world. My insights highlight the thought and care required to effectively support students in navigating an increasingly technological landscape.


(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think. 

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