Problem Solving in CDT

  • Peter Millray Salford University


Much of school education could be related to an 'R3, philosophy, that is- 'Read, Remember, Regurgitate, but don't necessarily understand'. Furthermore, this approach tends to artificially isolate bodies of knowledge one from another and can have a profoundly dampening effect upon enthusiasm for learning; together with suppression of creative ability - a quality of considerable potential value. Whilst the learning of information by rote can be very useful, it does not adequately prepare a child to cope with the rigors of life and the world of work.

How to Cite
MILLRAY, Peter. Problem Solving in CDT. Studies in Design Education Craft & Technology, [S.l.], v. 20, n. 2, sep. 2009. ISSN 0305 766. Available at: <>. Date accessed: 31 mar. 2023.