Craft, Design, Technology and Industry

W. A. Davison
1977, Vol. 10, No. 1,

Abstract


To what extent does consideration of those features unique to man, of hand, eye, mind and society offer a basis for a coherence as well as a core for the school curriculum?

In whatever may eventually be accepted as an essential core of studies through primary, middle and secondary years of schooling, the place of what is considered under the titles General Studies, Civics, Man and Society, Craft, Handicraft, Art and Craft, Design, Engineering Studies, Heavy Craft, Light Craft, Woodwork, Metalwork and many others perhaps, will be under scrutiny. Some of the factors which will emerge and which relate to the inclusion of these subjects of study will, no doubt, be puzzling. Questions like: how did they get there in the first place? why does this chool or that school include some but not others? why is this aspect of one emphasised in one school but other aspects ignored, with the reverse pattern in another school? why do some pupils undertake little study in these areas and other pupils a great deal?

Setting aside, for a moment, those questions relating to centrally or nationally based (and agreed) curricula, with or without local flexibility for content and individual flexibility of method, whatever these phrases mean, and ignoring resource problems, both material and human, let us consider some factors which might facilitate desired change.


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