Year: 2006
Type: conference-paper
Abstract: his paper explores the potential for productive relationships among values set for technology education and the kinds of values that are immanent in the objects of workplace activities.Values, such as those listed in the Australian National Framework for Values Education in Schools, are considered in terms of cultural historical activity theory.In this theory, values can be considered in terms of the object-orientation of the activity, e.g. the motives and purposes reflected in the collective problems that are actually worked on, and the ways in which subject engagement with the object is mediated by such elements as the rules of the activity system and the division of labour.It is argued, from previous research on how workplace values are highly situated and take their meaning from concrete experiences and the culture of the workplaces, that it is problematic to abstract values into generalised taxonomies and use such abstractions to guide the teaching of values in technology education.Suggestions are made on instructional design strategies for overcoming these problems through building relationships among contextualised concrete particularisations of values and understanding abstractions that encompass these values-in-action.
Source: Griffith Research Online
Author: John C. Stevenson
Language: English
Topic: Values and Moral Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W973173162