Problem Solving in CDT
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: <https://ojs.lboro.ac.uk/SDEC/article/view/1178>. Date accessed: 31 mar. 2023.
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