preface

Preface and Overview

The highest reward for a person's toil is not what they get for it, but what they become by it. John Ruskin (1)

If through this book I can stimulate in just one person, positive thinking concerning the future of the subject, then the effort will have been worth while!

I remember so many colleagues who in the past worked tirelessly, and professionally, to advance their skills and capabilities in order to give pupils the best possible education in this area of the curriculum. In recent times a new generation of educationalists have publicly belittled the old approaches with an aim to sweep this era under the carpet to satisfy their need to effect change. At that time true successes were being made, and pupils were being enthused and encouraged towards appropriate careers. As one who cut his teeth in the sixties and seventies I knew many of these people, and am prompted to pursue this project in order that all their excellence is not forgotten. There is a considerable history attached to the Design & Technology subject relating to its development and place within the school curriculum. My authority for making the following statements stem from a lifetime at the sharp edge of this area of education including two Terms as National President of the 'Educational Institute of Design, Craft, and Technology' (1983-84 and 1986-87), and a good number of years serving on the national executive, an association committed towards developing the subject. For Many years the development of the subject was largely in the hands of enthusiastic teachers and their involvement in the professional association. It was not until the mid 80's that those in Government began to take action to centralize thinking by engineering the demise of the said professional association. For many years, handicraft teachers were treated very much as second class citizens within schools, in fact in some prestigious schools they were not allowed in the Common Room (Staff Room), and had to have their break with the maintenance staff. As a society we have missed the real point of education. We have become bogged down by the concepts of examinations. All too prevalent is the attitude that 'oh you can't do that' ! My own rebellion against this element of education began with my cycling -------------------to continue.

Note— in the following text please read DATA - The design And technology Association Institute - the educational Institute of design craft and technology

Government has been very short sighted and too entrenched with political dogma. Taking away the independence of the Inspectorate. Fearful of the autonomy of teachers. Government thinking it knows better. Social attitudes have been very divisive with a blatant looking down on practical subjects, his has partially led to the ever increasing North South divide within the country because the North always relied on industry and therefore schooling and training was very much directed to this need. Educationalists through the ages have ignored this area of education through probably the own ignorance and educational snobbery. Consequently it has been left to the practitioners to forge appropriate developments. Little thought has ever been given, even now, to the real educational value, and the learning potential that exists within this educational area. Today we turn our hair out at what we perceive to be serious lack of education within our people, but the very subjects which can also these needs are being denied to our students, and what is allowed is constantly being watered down. Throughout my teaching career I have witnessed first the attitudes of government parents, colleagues, and the wider society to these subjects where you get your hands dirty. In this world of celebrity hero worship, and a society dominated by homosexuality and gender identity, where self worth has been replaced by the flat television screen and the advertisers, what chance do traditional values of excellence have ? Teachers can be classified in a number of categories- 1 Those who were there just to earn their living. 2 Those who found difficulties but were good at organizing. 3 Those who had a genuine interest in what they did and enjoyed teaching children. 4 Those who were genuinely immersed in the profession and wanted to move forward. But my motivation comes from the realization that creative education in schools has its days numbered, and an account of the circumstances leading to where we are now should be on record. A constant cry from DATA is “Design & Technology is a New Subject”!. After twenty six years? Reading the various reports and comments, the decline of Design and Technology is critical and almost inevitable. What has happened? Are people happy with this? Where is the dynamism of the subject leaders of years ago? This belief is at the heart of the problems because in reality Design and Technology as it is now known is simply a further development of a subject which was in the process of change over a number of years, driven by ordinary teachers. Following those remarks by the ‘Professionals’ of today, my task is to put the record straight on behalf of all the ordinary teachers who gave so much personal time, and were so deeply involved in the development of the subject for the benefit of the students they taught. ‘Design and Technology’ is not a ‘New Subject’ - it is merely the result of continued change and development which began in the 1960’s through the workings and collaboration of members of the EIDCT (previously the Institute of Craft Education). All this begins with the education of our children and there is a very big difference between education and training because we often talk about retraining our workforce! There is also a big difference between the act of teaching and the actor educating. The Reality Teaches children how to think intuitively , and how to learn - (computers cannot do that).