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In this episode of Talking D&T, I delve into the complex topic of teaching children to understand and articulate the agency and values inherent in designed objects. Inspired by my recent conversation with Alice about object agency, I reflect on the challenges and importance of equipping students with the knowledge and language necessary to critically examine the technological world around them.

Throughout the episode, I explore the limitations of simplistic frameworks like Access FM and emphasise the need for teachers to strategically select content that builds students' knowledge base over time. I introduce David Layton's list of values as a potentially powerful tool for structuring lessons around technical, economic, aesthetic, social, environmental, moral and spiritual dimensions of objects. However, I argue that such frameworks are only effective if students have the requisite understanding of materials, processes, and terminology to engage in meaningful analysis.

As I grapple with the complexity of teaching design and technology, I emphasize the importance of spiraling knowledge development and providing opportunities for students to practice applying their understanding to decode the implicit and explicit values embedded in designed objects. 

Ultimately, I position the ability to critically examine object agency and values as a crucial aspect of design and technology education. I challenge teachers to move beyond superficial engagement with frameworks and to instead focus on equipping students with the rich knowledge and language needed to participate successfully in a complex designed world. My insights highlight the thought and care required to effectively support students in navigating an increasingly technological landscape.


(Text generated by AI, edited by Alison Hardy)

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