Teaching From A Design Perspective Essay

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Teaching From A Design Perspective

Developing a philosophy of education is more than asserting a love of wisdom in the theory and practice of teaching. It may be heartening to feel, but it lacks backbone. For a philosophy to have weight and merit, it needs truth, logical strength, and soundness. (Hughes 19) My philosophy of education asserts the following premises that if we teach: learning as relational; creativity as skill; and knowledge as design; then, we create an instructional approach that is cross curriculum. The logical strength of my argument is delivered after each premise has been explained, and the proof statements of each are proposed as truth claims. In doing so, my philosophy of education is a sound argument challenging
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One way of explaining this is by comparing Reid and Petocz’s understanding of learning in their article “Learning Domains and the Process of Creativity” to Petrina’s organization of procedural and propositional knowledge in his book Advanced Teaching Methods for the Technology Classroom. For Reid and Petocz, learning is relational for its complex interactions:

Learning is no mere acquisition of facts, but a process involving an interplay between the students’ individual intentions, experiences and reflections, a body of professional knowledge, institutional expectations and intended outcomes, cultural and societal expectations, and the students’ own particular interests. (51)

Undoubtedly, the layers of learning are deeply relational, but Reid and Petocz are able to tease out some of the historical threads embedded in this learning tapestry. For example, using Marton’s theory of learning as differentiated between internal and external horizons, they describe conceptual understanding as “based upon the relation between the students’ experience of learning and their reflections upon the experience.” (49) Reid and Petocz continue to explain that for Marton, the internal horizon is landscaped by the “how” of learning and the external horizon by the “lived world”. (49) Comparatively, Petrina’s organization of knowledge draws a close parallel when describing the two distinct types of knowledge in design and technology. The first type,
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