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AUTHOR Blandow, DietrichTITLE The Elements of Technology for Education.INSTITUTION Eindhoven Univ. of Technology (Netherlands).PUB DATE 11 Dec 92NOTE 35p.; Inaugural lecture presented at the Technical
University of Eindhoven (Eindhoven, The Netherlands,December 11, 1992).
PUB TYPE Speeches/Conference Papers (150) Viewpoints(Opinion/Position Papers, Essays, etc.) (120)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Cognitive Development; Curriculum Development;
*Educational Needs; Educational Objectives; EducationWork Relationship; *Fused Curriculum; IntegratedActivities; *Models; Relevance (Education); SecondaryEducation; Technological Advancement; *TechnologicalLiteracy; Transfer of Training; *VocationalEducation
ABSTRACT
Technological literacy has become an indispensablepart of general culture. Vocational education must simultaneouslyprovide students with the special and general qualifications requiredto achieve increased productivity and flexibility. The concept oftechnological capabilities is based on the pillars of generaltechnology, technical systems, and innovation and design. Thedevelopment of technology education lends itself to a modularapproach. As technology education continues to develop, it can besystematized to include the laws and principles of technology, thestructure of technological processes, the design of technicalproducts, and the process and principles of innovative thinking. Amodel can be developed whereby education about technology andeducation through technology can be provided. Education can functionto identify situations that help people develop the abilities toovercome barriers. The following are among the terms in whichtechnology education must teach students to think: stages ofdevelopment, variables and decisions, technological assessments,hierarchical and time-oriented systems, analogies, and contradictionsand compromises. A series of 27 principles of technology should betaught in learning modules based on a cognitive development modelthat proceeds from preoperations to concrete operations to abstractoperations. (Contains 25 figures, 17 references.) (MN)
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The Elements ofTechnology forEducation
Prof.dring. D. Blandow
U S DEPART)AENT Of EDUCATION
F( IS14.'!O fee!I/ 1 fe "as Nre (-II el%
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Technische Universiteit Eindhoven
PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER ERIC;
7ST COPY MIME
le
Prof.dr.ing. D. Blandow
INTREEREDEUitgesproken op 11 december 1992aan de Technische UniversiteitEindhoven.
3
Technology is the knowhow andcreative process for using tools,resources, environmental conditionsand personal capabilities in order torealize objectives and changeconditions as well as helpindividuals to overcomecontradictions in typical situations.
v,;,
4
Mijnheer de Rector Magnificus,Dames en Heren,
Forty years ago, I started my voca-tional carreer as a motor mechanicapprentice. I don't think it will cause in-fringements if I say that it was a smallOpel contracted workshop in Cottbus,near the border wltn Poland. With onlyone foreman we had to do everything:in the morning repairing engines, inthe afternoon, electrical engineeringin the evening, as a part of overtime toearn extra money we worked withsheet metal and paint. It was long ago,but with reference to today's subject, Imust say it was an integrated and in-terdisciplinary learning experience.
Only some weeks ago, General Motorsstarted a new factory, in Thueringen,one of the new areas of Germany. inEisenach where 180 thousand carsper year, will be produced, but withonly 2.800 employees, which is halfthe normal for similar companies inEurope. The key is again an integratedand interdisciplinary concept. Thismeans all activities from fiber-opticsto hydraulics, from steering gear toelectronic ignition in the final cars, aswell as, the automatic tools have to beadapted to suit the workforce.
complexity of technological pro-cesses, and interrelationships re-quires an interpersonal group con-cept with a high level of flexibility,responsibility and ccmmunication.
What I would like to explain with thefollowing examples is that the ac-cepted situation between humansand their technological environmentis one of development relationships.We see this not only in the field of pro-duction, but also in our leisuretime, inour safety aspects, in the areas ofsports, of communications and hospi-tality. But the relationships betweenhumans and their environment areirreversible. You can't omit somestages, nor can you ignore the existinglevels. Yet the main point is that ad-vanced technology itself is the resultof human activities with their social,natural and physical interfaces. At thesame time, that the man-used andman-made world is a result of boththeoretical and Practical efforts, and itis reflected in all aspects of our lives,see Figure 1.
MateriaEneigontormanonPhysical Products
Trade Trawling Sector Rese:;:ts;1 Devolopmer I
(Sector
\__Practical Ta Technolog Strategic task:-
)Saf .Aocccoologicaall,oPnrogiiign Social Science and
Research Sector
N\Socio.ecologica
E nvironment
In addition, now, production will in- Fig. 1. Technology and Humanvolve a groups. working in parallel. The Resource Development.
5
3
On the other hand, the relationshipsbetween humans and technology re-lations are already curious. More andmore ideas are put into practice andeach generation finds it increasinglymore difficult to work with accumu-lated experiences increasing ex-ponentially in number and complexity.The consequences of this, the well-known knowledge-time-problem, areaccepted; however, the later conse-quences, the knowledge of technol-ogy, from which other things came,meals, safety, traffic, communications,medical health, our future ecologicalenvironment, is not yet accepted as apart of general education everywhere.
And hereby we include not only theyoung, but the older people, the unem-ployed as well as the daily workersshould be kept in mind. In reality, mostscientific results in the field of hightechnology never reach the people inpractice. This raises questions about
the different views of society and thepurpose of manufactur,. And it in-volves the ethics of technology andthe social responsibility of companies.During the UNESCO Bangkok Con-ference on Technology Education in1989 this phenomena was explainedwith the opposite term to technologi-cal literacy, namely technological illite-racy.
When we are looking for a startingpoint in order to explain the pedagogi-cal dimension of the human techno-logical interface and to understandthe changes, risks, laws and principlesof technology, we need to consultFigure 2.
One outcome of this chart is the needto know what general culture is andwhich role technology plays in life. Inmy opinion, general culture (which isthe basis of professional culture andeconomical success too) must be a
ChangingSociety
OurChildren
AdvancedTechnology
New Structure,Content and
Conditions forthe Pedagogical
Processes
11-41
GlobalEnvironment
Fig. 2. Finding the Starting Point.
4 6
NewPedagogicalEffectiveness
ea-
Sugar Cane *.,Razed by Rats1"Mongoose imported by man
Rats eaten by mongoose
Rats exterminated
Mongoose switch to eating birds
Excessive population of insects
Disruption of ecosystem1C
Sugar Cane ...Razed by InsectsFig. 3. Consequences of short-sighted thinking.
75
symbiotic complex of related know-ledge and purposeful behavior thatenables people:
to orient themselves to their envi-ronment (in space and time);to adapt themselves actively to thatenvironment;to protect her or his environmentand, finally;to develop themselves.
Nowadays, technological education(which is synonymous with Te...:hno-logical Capabilities and TechnoogicalLiteracy) is part of the general culturewithout which it would not exis. This isnot a technocratic view. On the con-trary it reflects the fact, that illiteratepeople can destroy our neural envi-ronment and society too. Thereforethe conditions of human lie and hu-manity itself would be destroyed.Technological literacy and the suc-
;ess of society as a whole are irrever-sibly connected. Let me explain thiswith a simple example. One part oftechnological literacy concerns think-ing in a hierarchical and time-orientedmanner. Shortsighted thinking hasconsequences which become appa-rebt later, sometimes years later, asshown in Figure 3.
Before I explain the ideas behind theconcept of technological education asa part of general education, let mehighlight the paradigm changes in vo-cational training and engineering sub-jects. It is sometimes easier to solveyour own problems if you know some-thing about your colleagues.
In vocational eduction, companies areusing the so-called Synergetic Com-petence Model as a starting point, re-fers Figure 4.
Synergetic Competence Model
Individual Competence Social
Ecologicalenvironment
Fig. 4. Synergetic Competence Model.
6
From this model, the demands on vo-cational training have been listed inFigure 5.
Thinking of the technological know-ledge-time-problem in engineeringterms leads us directly to the structureof key-qualification. The example fromBMW for instance compares not onlythe differences between the nominalprofile of BMW and its trainees, butalso between it and the graduatesfrom colleges and universities too.
Now, I must come back to technologi-cal literacy as a part of general educa-tion. I think that the general standard oftechnological education in our culturewill be a precondition for success inthe future and it will influence inves-tors. This is especially important forEastern Europe and developing-
countries. In addition to natural re-sources and the social structure of aregion the educational standard, thesuitability of technical skills will in-fluence the desisions of investors.Especiahy when we look at Eisenach,the new General Motors enterprise, orJeneoptic (the former Carl ZeissJena) or Chemnitz, Dresden and otherplaces in Eastern Europe, the educa-tional standard was and will still be animportant desision criteria. Thinking interms of systems, hierarchies andanalogies, thinking in terms of vari-ables, contradictions and com-promises and being able to formulatetechnological problems are commondenominators for a development-oriented educational system. Let meexplain in more detail what are thestarting points for the conception oftechnological education in the field.
DEMANDS ON VOCATIONAL TRAINING
TRAINING FOR
PRODUCTIVITY: FLEXIBILITY:
specialqualifications
requires abilities that fullfill medemands of the working place(highly qualified andspecialized)
requires basic training fordifferent work places (wide andapplicable)
generalqualifications
ne3d to be ready for action,efficiency, high-quality work,resistant to stress and tireless
reed to be adaptable. able to,aarn on the lob, creative, readyto work elsewhere, ready towork in a team, analytic.capable of independentplanning. descerning.communicative and ready tomake a decision
PRODUCTIVE
(PROFESSIONALQUALIFICATION)
+ FLEXIBLE = SKILLED WORKER'S
(VARIETY OFDEPLOYMENT)
Fig. 5. Demands to the Vocational Education.
97
111.
Nominal actual profile comparison of graduatesof university colleges (designing) from the view of BMW(importance/significance of selected characteristics)
importantDemands not little fairly very
ability of creative thinking
ability for thinking in conherences/ability of deduction
ability of problem-solving thinking(solving of objectives)
ability of interdisciplinary consideration
ability of the transfering of knowledgeand performance
adaptability to the change of dutiesand of work
technological understanding
technical-constructive thinking
physical and psychic consideration
reliability
independence
discernment
ability and readiness to cooperate
economical thinking and acting
general and specialized knowledge
specialized-technological knowledge
knowledge of management
acival profile of graduates of collegesnominal profile of BMWactual profile of graduates of universities
Fig. 6. Nominal-actual-profile comparison.
8
X largest differences
1 0
A AU/ MA,A4C4I14/41P a( AI
Framework model (the theory of artifacts) and innovationand designing. This means that we
The concept of technological capa- havetoacceptacomplexandinterdis-bilities is based on the pillars of ciplinarysituationinassociationwithageneraltechnology,technicalsystems Metatheory, its language and struc-
z
Z : Current condition or situation
AZ : The process
Systems have inputs (I)0 and outputs (0). Between I
)11.and 0AZ
Simple system 141 0----110.and/or
are relationshipsinvolving A.Z
Feedback (F) information(alternatively also material
AZ
Complex system
energy) to thesystem
Az Feedback
Technological system
a.9 Material
E Energy-g Information
Support streamsM E I
Product(material and/orenergy and/orinformation)
By products
Fig. 7 Key elements of technological processes.
9
ture. Therefore, we must be clearabout two things:
1. There are natural overlaps betweendisciplines
2. The development of a frameworkdepends on interrelationships be-tween disciplines and differencesbetween their perspectives andapproaches.
Metalanguage includes:
Function: The ability of technical skillsand technological condi-tions to design processes.
System : A complex set of connectedcomponents within a hier-archy.
System border, systemheart, sys-ternenvironment, structure and func-tional principles, technological princi-ples, are terms that indicate the kind ofthinking needed. The key to develo-ping the ability to arrive at the correctanswer is to find the right startingpoints; especially, for technologicalsubjects, the key to all technologicalsolutions are known from the terms Zand A Z (see Figure 7).
4-9r6dre":9 ev-4949Perzyz",,,,..4.
p.
177.43,
4.rArg,.
Fig. 8. Hierarchical structure of production process.
10 1 2
Blendow/Dyronfurth, 1991
4
Keypoints for understandir ig technicalproducts and processes are the con-dition or situation, the changing ofconditions or situations, the relationsbetween input, output and feedback.The pertinent question here is in factthe key question. It is not so importantto know what is being produced. In-stead, the salient issue is what
changes and processes are beingused,this means on which level we areprocessing. In other words, the profilesand interaction between the levelsshould be part of the technologicaleducation. In reality, those keys inter-act on various planes and levels (seeFigure 8).
FUNCTIONALSYSTEM
W.O. S.O. T.O. D.O. G.O. P.O. C.O. 1 OA EXAMPLE
TOOLS
+ + AlDEVICES
± ± + b(InleSIMPLEMACHINES + + + + + 1.1111
Irma
TRADITIONALMACHINES + + + + + + 0 - m e
1.. .-41.16.
NC - MACHINES
?.._
INTEGRATEDMACHINES + + + + + + + + '7 r
--1
W.0 WORKING ORGAN D.O. DRIVING ORGANS.O. SUPPORTING ORGAN P.O. POSITION ORGAN1.0 TRANSMITTING ORGAN C.O. CONTROL ORGANc.o. GUIDANCE ORGAN 0.0. OPTIMIZING ORGAN
Fig. 9. Hierarchy of technical systems.
1311
The structure shown in Figure 8 maybe used to describe, explain or ana-lyze production in any of the areastypically used by the learners. Themodel is equally applicable to tradi-tional paper, metal, wood or plastics-industries, as well as, to food process-ing including cheese, sugar, meat andmilk, or process industriec such as pe-trochemicals, derated water or bio-technology. Furthermore, althoughless obvious the model clearly also fitsagriculture. The same situation is
shown in the hierarchy of technicalsystems, shown in Figure 9.
Other models of conneGt!rig are avail-able for the different levels and stagesin a so-called Life Cycle of TechnicalSystems.
As a resuit of this attempt to makesense of technology, it will be useful tomake a model to represent the rangeof production, in the form of a matrixwith three pillars (materials, energy, in-formation) against the nature of
change (shape, structure, location,time). It is shown in Figure 10
If the principles of technological or-ganization are included together withthe proceeding matrix, one arrives atthe principles of development for pro-duction. This combination is depictedin Figure 11 and it will become a mostuseful tool to help us understand thestrategies needed for solving specifictechnology/innovation problems.
First Consequences
The preceding analyses of techno-logical systems and technical pro-ducts led me to consider a modularconcept for Technology Education.Figure 13 presents an overview ofsuch a concept. it shows the constantsof the problem-solving process at theHuman-Technology-Interface alongthe X axis; the key objective of technol-ogy along the Y axis; and the key tech-nological processes along the Z axis.
Objectof work
Nature of Change
Form/Shape Structure Location Time
Material Materialshaping
Reconstituting Materialshandling
Aging, Wine.Patina
Energy Energyprocessing
Energyconversion
Energytransfer
Half-life
Information Informationhandling
Informationprocessing
Communication Obsolescence
Blandow/Dyrenfurth, 1991
Fig. 10. Matrix of objects of work against natbre of change.
12 14
Implications of the Goals on:
Sample goalsof processoperation
Changingconditions orsituations,Z1, Z2, Zn
The process,AZ
L ocation andpoint of timecharacteristics
The technicalartifacts/means
Minimization ofresources
Capitalizationon materialcharacteristics
(Materialstructure)
ProcessintegrationWRT time
[Work hardening]
Productiontiming(continuous/intermittent)
(continuouscasting. Just-in-time organizing]
Energy supplyat point of ...se
(Solar telephone.Integral wheel-motors)
Increase ofvariability
Substitution.Alternativesequences
(Recycledmater ialaggregate]
Adaptation
[Photochromaticglass]
Flexiblereactions
[Combinethreshing drumpressure]
Standardizedcomponents
[Microchip logicelements)
Increase ofstability
Feedbacksystems
[Sensortechnolog, Dashwarningindicators]
Networking.optimization
[Feedback drivencontrol systems.assembly linebuffers]
Oualityassurance
[Zero defectprograms]
Parallel/redundantstructure
[Pilot/co-pilot]
Reduction ofproductioncycle time
Activationcharacteristics
[Catalysts.hardeners)
Increase ofenergy/workdensity at thework station
[halogen lights.microcomputers]
Parallelprocessing,assembly lines
[automobilemanufacturing.Matrixcomputers]
Increase offrequency
[Newspaperproduction)
Reduction ofproductplanning andsetup time
Standardizedstock, modularconstructioncomponents
[Rolled steel.4x8 panels.DIN paper]
Utilization ofstandardized(modular)processelements
(Canned cyclesin NC machines]
Modularmachines.handlingsystems
[Flexiblemanufacturingsystems]
Automatic tool/parameterchanging.robots
[Computerizedplant changeover]
Increase inecologicalresponsibility
Fig. 11. lmplicat'ons and goals of process operations.
;
1 513
And now, since I use it nearly every day,the model has led me to consider botheducation about technology and edu-cation through technology.
As we continue to provide technologyeducation, it is possible to systematizethis approach, and to improve its relia-bility and validity as well as basic con-sistency. It will include the followingareas:
the laws and principles of technol-ogy,the structure of technological pro-cesses,the design of technical productsandthe process and principles of inno-vative thinking.
Also, with such a modular concept oftechnology, innovation and work, wehave a framework for building a data-base of examples which can be usedto support an integrated technologicaleducation system that incorporatesschools, industry and work. Then wewill have an area for future research inorder to help teachers set up techno-logical projects. Let us go in to somedetails.
1. When one combines the constantsof objectives with the constants oftechnological processes, the planesof an overall model are given. Onestarting point is the invariants ofthe human-technology-interface likeusing, testing, serving, assessing, re-cycling.
14
2. The second plane is formed bycombining the constants of pro-cesses, and objeLtives. Then, by ad-ding the constants of technological in-teraction sites, a three dimensionalmodel is produced that represents amatrix of technological activity. Se-lected contraversial examples mightinclude (see Figure 12):
Energy transport in spaceEnergy storage in waterMaterial transport in hospitalsMaterial forming in spaceInformation storage in waterInformation processing factories.
Those are not merely academic mus-ings or wishful thinking. Immediatelybehind them are answers to questionsregarding the emerging possibilitiesof technological capacity. For ex-ample, and rather practical than theprevious examples, are:
Lasers as surgical toolsLasers as dynamic measuring de-vicesElectrophoresis gene identificationBiotechnology for use in coal mines,etc.
Furthermore, the emergence of suchtechnological possibilities brings withit an opportunity to incorporate for-ward-looking aspects of education ofcurricula for technology and, to learnat the same time, how to use heuristicknowledge for mobilizing our thinking.
16
3. The constants in the Human-envi-ronment relationship, such as using,evaluating, etc. can be checkedagainst other planes of the model inorder to study new interaction fields.
A A 11
With this concept of modulai planes,one has a useful methodology for or-ganizing the variety of technologicalapplications/examples; while on theother hand, it enables teachers and
V.
Fig. 12. Model planes: Constants of technological processes vs objects vsinteraction sites.
17 15
teacher trainers to generate thou- teaching activities and the furtheringsac.ds of ideas and examples for of innovative thinking.
Fig. 13. The modular concept of technology and work.
16 8
BEST COPY AVAILABLE 1
Second consequences
From the modular concept we canthink of other alternatives:
The same function can be realisedthrough different structures.
Correlations exist between function,shape, manufacture and materials fordetermining a compromise system(see Figure 14).
The numbers of processes can bestructured and classified according to
their characteristics (forming, trans-porting, converting, warehousing,storing energy and processing infor-mation).
All processes can be based on amodel of active principles in order tochange the operant conditions from Z,to Z,1, see Figure 15.
The active principles can use ananalog or homolog as the startingpoint of morphological frameworks forproduct developments.
Functional
relations
function
material
lproperhes for use)stockkeepingduration of lifemaintenance
reliabilityesthetics I timetasteecology
system compromises
Relations being determined
by production
manufacturing processmaterial(working properties)number of piecesa ccuracy
principle of actionassembly methods
Fig. 14. Compromise System.
17
The typical levels like needs, target,functioning principle, technical actionprinciple, technical principle, dimen-sioning, can be used in processes ofcomposition and decomposition.
The hierarchical structure for evalu-ating user characteristics and techno-log!cal assessment starts with the as-sumptions:
Ecological Cleanness = maximum
Sureness = maximumLife Quality = maximumEnvironmental Reflection = minimumIdeal-Reality-Difference = minimum
To use these insights as resources forpedagogical processes, we needmore insight into the pedagogical situ-ation itself. Therefore, not only wehave to structure the objective and
Operant
(object of change)
FlEs
Condi Con Zi
principles of the processes, but also todetermine the capabilities of the hu-mans themselves.
Technology Capabilities
All learning involves overcoming bar-riers and the role of education is toidentify situations that help people de-velop the abilities to overcome bar-riers. It should be acknowledged, thathuman-technology interactions are afocus for development thinking. Thishas been agreed around the world, butit was known at the time of the fableabout Icarus.
The example of Icarus illustrates animportant fact that we should notconsiaer the school as an exile orprison, because he was forced to learn
OPERATION BASED ONACTIVE
PRINCIPLES
OPERATOR
(REAL I SED OPER ATI ON
ENERGY )
Fig. 15. The basic model to show an active principle.
18
Operant
(object of change)
Mi
EiSi
Condition 7i + 1
Fig. 16. The fable of Icarus and Daeda-lus.
to survive and to translate his wish forfreedom into activity His vision of awider future, and seeing the freedomof birds flying over him, triggered himto model their wings. The conclusionis well known (Icarus went higher andhigher ...). This example has a lessonfor today; it is shown in Figure 17.
When we ask for an answer, we mustbe prepared to evaluate it too. Icarusmade wings and attempted to escape.But before doing so, it was very im-portant for him to have an objective, tohave a vision.
Problematic situation (thoughtinitiator) > Overcoming thought
barriers > imagining a vision of apossible solution -4 modeldevelopment (resolution of
contradictions) -4 development ofapproach strategies -->
development of time and activityplan -4 execution of the plan -4evaluation of the results -4 newsituation/problematic situation
The cycle is important today. Theexample of the fable shows us today,as it did in the past, the relationship be-tween the tangible world and our men-tal concepts of it, in order to translateour ideas into practice via a syste-matic strategy. In the following figures,we depict these concepts albeit withthe addition of time and economics asfactors, see Figure 18.
But this example also shows us bar-riers to our thought processes andhow difficult it is to overcome themThe problematic situation was thestarting point/initiator for all the acti-
V
V: Vision, H: Human, P: Purpose, E: Environment; S: Situation
Fig. 17. Basic relations for starting points.
?4,19
vities. Icarus had no concept relatingto the warmth of the sun affacting hisability to fly high. In order to properlyjudge a situation, technological orotherwise. we must be aware of all itsaspects.
However, we do not need to think ofIcarus to recognize the lesson of hisexample. Consider the many ca-
HumanVision
!amities and problems that we haveexperienced recently: The TacomaNarrows Bridge collapsed in 1940;various. dam disasters, the garbageavalanche, chemical catastrophes(Bophal), rocket explosions, Tjernobyl,hormone scandals and airplanecrashes with a frequency that has al-most made us become accustomed tothem. The world experiences a new
Ideal technicsObject
ID5ALIZATI
cOnT
OF A TECHNICAL OBJECT-4
LighterRDICTIOIIS:Maintenana-froo
Robuster
*I Cheaper
Human-IntuitiveMind
Multiplicity inUnity
4
Environment'
CON CT1VE PROCESS (3!
Fu on oriented Effect oriented
AssessmenDescription methods and an
MENT
Shape oriented --sr.
4.Economic determined actions .11.Blandow/Dyrenfurth/Schmidt, V., 199
Human-IntellectualMind andSensitive
Experiences
Multiplicity ofPerspectives
Fig. 18. Concrete abstract concrete dynamic of technological competencies.
20
Icarus daily! However, today, the con- of technology, its consequences aresequences of such failures affect felt by all humanity. This new dimen-many more people. Due to the power sion, namely that we are all involved,
Thought initiators,stimuli, needs
A. Need aim barriers E. Planning barriersB. Solution barriers F. Executing barriersC. Ideal & contradiction barriers G. Evaluation barriersD. Approach strategy barriers H. Weak point barriers
0 Stages in the problem solving/innovation process
c*,)Barriers to the problem solving/innovation process
Main (typical) path Alternative paths
Blandow/Dyrenfurth/Lutherdt, 1992
Fig. 19. Stages of the innovation process and typical barriers.
21
has consequences, that solving prob-lems requires overcoming thoughtbarriers first. Such an approach needsa wide awareness that cannot be ob-tained solely at school - it necessarilyrequires an active involvement withthe problem and its whole environ-ment. Given the problems, it becomesclear that current education does notdevelop awareness or make peoplesensitive to potential effects of tech-nology or associated systems.
How can we help people to developthe skills for overcoming barriers? Ob-viously by beginning with basic con-cepts, considering the simplest prop-osition that combines the objectivesbetween the starting point and theprocess for achieving them.
Some typical barriers between thestages are shown in Figure 19. Fur-thermore, the entire process is set in acontext that also colors/affects theprocess itself. This is depicted in thefollowing illustration, Figure 20.
Together with the product levels (func-tional principle, active principle, de-signing, ...) and the typical methods orintellectual tools for changing overfrom one level to another (Trend Ana-lysis, Generation Tables, Need-Aim-Integration, Determining Contradic-tion. Setting up Compromises, ...) wehave got the concept of Figure 20. Thebasic suucture of the two step model(Figure 20) involves the analysis stepsfor everyone to use, abstraction.evaluation, etc. Here we also find the
22
key for a teaching strategy. For ex-ample looking at students at the age15+ years trying to find an alternativeenergy source for a cycle lamp weneed an abstraction to the law of in-duction and from there we can ask forevery alternative. But if we were to askfor other energy alternatives, we canchange the active principles. Wouldwe change the system, the bycycle asan element of a traffic-system, weagain have other alternatives. On thegrades 12 to 15. you can also work withthe strategy of explaning the black boxand its functional principles. (Forwindmills, the same function can berealised with different structures,etc..).
With the structure of the levels and theintellectual tools to go from one level toanother we have the preconditions fordefining technological capabilities,see Figures 21 and 22. The competen-cies (or capabilities) are oriented tolearning the appropriate knowledgeand technological behaviour. They arebased on:
learning a metalanguagelearning deconceptualisinglearning conceptualisinglearning contradiction and activeprincipleslearning variables und compro-miseslearning assessment and evalua-tionlearning workplace order.
24
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Sub
com
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ofte
chno
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educ
a t i
onIC
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ctic
alac
tiviti
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hape
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ied
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NMI
The sub-components of technologi-cal education can be expanded ac-cording to the age and interests of thestudents.
Implementation model
We may approach the basic principlesin various ways. Some specialists willconsider the activity as significant,others will consider the systems char-acteristics, while a third group couldemphasize the aspect of social rela-tionships. We may (moreover, have to)discuss it. We should, however, go be-yond the debate and tolerantly look forthose viewpoints which are common. Ithink those of my colleagues whothink within the framework of the basiccategories matter-energy-informa-tion and intellectual tool-system-model would not deny the importanceof activity, construction and applica-tion, and vice versa. Similarly thosecolleagues who think within theframework of the economical and so-cial relationships of technology wouldnot deny the importance of aspects ofhousehold economy, preparation forlife, or professional orientation, andvice versa. I think, only the stress is dif-ferent, and they do not touch the veryessence of our common endeavour.
As a useful tool for the implemf;ntationof technology as a school subject, wehave as a result of the ERASMUS-project Erfurt, Eindhoven and Leeu-warden developed the Morphologi-cal Box, shown in Figure 23. This
26
model combines the possibility ofcomposition and decomposition ofprojects. Combining of the stages ofcognitive development with thestages of interests and activitiesallows the subject area to offer astrategy for thinking and acting. Thebox helps reduce the world of com-plexity to models of acceptance. Thebox helps to adapt a general scientificmodel to the actual problems. Butalso, it helps to adapt it to the personinvolved. Here, the term didacticalsimplification for setting up meaning-ful activities can be used.
From this model, we can visualize theframework and the subjects neededfor the curricula as described in Figure24. For setting up special projects, youshould see from Figure 25 that weshould start with user characteristics.They are typical levels situated at thehuman technological interface. Then,we should go over to the structure ofthe processes and the products them-selves.
To work with and in the field of technol-ogy, like all other subjects; it needs theknowledge and the principles of thesubject area as preconditions for pe-dagogical activities. To understandthe system compromises, the know-ledge about the elements, the basiccontradictions, or the principles thatframe the solutions, will be the toolsneeded. From the catalogue of know-ledge elements and basic principles,the most suitable principles are shownin the conclusion.
28
'7
IN)
Fig
ure
Mor
phol
ogic
al B
oxfo
r co
mpo
sitio
n an
d de
com
post
tion
of p
roje
cts
for
deve
lopm
ent
tech
nolo
gica
l edu
catio
n
Mon
davi
/ Win
ter
1992
age
stog
es o
fco
gniti
vede
velo
pmen
t15
stag
es o
fus
ing
inte
rest
s
trad
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s w
ithte
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logi
cal
obje
cts
hous
ehol
d
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ronm
ent
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ikat
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rcct
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rete
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oprr
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ro:
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orila
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chun
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ng
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r sy
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em
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syst
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ckve
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eras
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echn
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ecis
ions
stag
es o
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epen
denc
e
?9
Manufacturing (making,experienced oriented).
Structure of artifacts and Technology innovation andtechnological processes) design (strategy and methods(functional and process oriented).understanding oriented).
Technoiogy and society/economies (individualsignificant.glohal andhistorical oriented).
6
AGE
1
Selected topics from the framework model(based on a modular concept)
- Working with paper - User characteristics - Life-stages of a, wood, textiles, and evaluation productnatural materials
- Technology in our - Trend analysis and- Selecting and
handling toolslife (environment,traffic, repairing
succes parameter
related to materialsand products
and serving, ...) - System analysis,ideal product
- Function and- Technology in our structure of - Contradictions and
houses machines compromises
- Working with - Risks and resources - Production andconstruction kits of technology recycling
- Making models of - Principles of - Sodal impacts ofknown things technology technology
- Standards and lawsin Europe
- Economy andtechnology
- Traffic and housingenergy concepts
Fig. 24. Framework ModeL
HUMAN TECHNOLOGXCAL INTERFACE
START
LEARNING PROCESS
ROBUSTNESS
BRAKE SAFETY
MkNUAL GEAR CHANGE
DESIGN
ste.ting point
for tesARIrg process
USER
CHARACTERISTICS
FINISH
INOIVIOUALS
.
com
mun
icat
ion
spar
e lim
e
tran
spor
t /tr
affic
cons
tant
s an
din
varia
nts
ofte
chno
logy --
ursi
nug
deal
uvee
nglo
ipin
g
recy
clin
gliv
ing
/hou
seho
ldco
nclu
ding
//te
chno
logy
in th
esp
here
of e
xper
ienc
e,re
fere
nce
'dim
ensi
ons
of te
chno
logi
cal
expe
rienc
e
key
expe
rienc
es
cond
ition
chan
ging
of c
ondi
tions
inpu
t-
outp
ut(u
nctio
n-
stru
ctur
efu
nctio
n-
activ
e pr
inci
ples
varia
bles
ana
log/
ha
m o
log
tren
ds a
nd d
ecis
ions
proj
ects
- to
pics
"ST
CO
PY A
VA
ILA
BL
E
Catalogue sheet: Principles ofTechnology
1. Principle of the effects of naturallaws.
2. Principle of the diversity of how torealize purposes (homology).
3. Principle of the multi-purpose na-ture of special natural laws (anal-ogy).
4. Principle of the basic elements ofmachines: Driving, control, opti-mizing, supporting, transmittingand working elements of ma-chines for material-, energy- andinformation processes.
5. Principle of the conditional con-straint (using, local, time, econ-omical).
6. Principle of transformation and in-tegration of the function betweenman and machine.
7. Principle of reversible technologi-cal processes (recycling).
8. Principle of realizing the pro-cesses through connected ma-terials-, energy- and informationflows.
9. Principle of combining partialfunctions into a variety of func-tional systems.
10. Principle of contradictions andcompromises (relative optimum).
11. Principle of changing the positionof partial functions within a hierar-chic system.
12. Principle of anhomogeneous de-velopment, principle of the exist-ence of weak points.
13. Principle of using more and moreresults from tile microcosmos for
30
32"
effects in macrocosmos.14. Principle of using functional-,
structural- and organizationalanalogies from nature (also evol-utionary).
15. Principle intearating the flow ofmaterials, energy and information,(functional integration).
16. Principle of rhythm.17. Principle of the multiple use of
partial function elements.18. Principle of functional realization
through variation.19. Principle of time and space hier-
archy systems of oriented assess-ment (user characteristics).
20. Principle of realizing the mainfunction through combining func-tional elements according to theirsub-functions.
21. Principle of multiplication and mi-nimization.
22. Principle of higher density at theworking points.
23. Principle of using all the charac-teristics of materials, energy andinformation.
24. Principle of interdisciplinary de-velopment of technological sys-tems.
25. Principle of process developmentand flexible products
26. Principle of benefitting from dis-advantages.
27. Principle of ideal products andprocesses.
For further research, I would like to findout the correlation between types ofactivities in a subject area and the in-terests of students age 12 to 15. For the
group 15+ it would be very interestingto start a course for young inventors.The question is how to develop theirinterests for technological subjectsvia innovation-oriented optional sub-jects. I hope that we will have a chanceto influence the situation, that moreand more students will look for othersubjects than mathematics and/orengineering subjects. But at the sametime we should invite our Eastern Eu-ropean Colleguages via Tempus Pro-jects which will help them to reach abetter orientation and to restructuretheir production- oriented framework.
Naturally, for such kind of work, youneed courage, spirit and many alter-natives as well as open minds of col-leguages. For the oppurtunity to ex-perience these changes and to thinkabout them as a former Eastern Euro-pean I must personally thank the Col-lege van Bestuur aan de TechnischeUniversiteit Eindhoven and the Stich-ting Didactiek der Technische We-tenschappen te Eindhoven. But I alsothank my wife and my son who havehad to do without a man in the homefor long periods of time. I thank JanRaat for his confidence, (refers his Af-scheidscollege) also thanks to theDutch students for helping me tounderstand the local situation.Thanks to my own Doctorial Studentsfor their creative and optimistic help.And finally I would like to say thanks tothe international family of technologi-cal teachers and educators who keptin a high spirit in difficult hours.
33 31
References
Blandow, D.: (1989) Probleme des Erkennens and Förderns wissenschaftlichtechnischer Begabungen im Unterricht; Wissenschaftliche Schriftenreihe derTechnischen Universitat Kari Marx Stadt (Chemnitz), Heft 6, 1989, S. 19 ff
Blandow, D. & Wolffgramm, H.: (1975) Zur Spezifik der fachwissenschaftlichenGrundlagen der ausbildung von Diplomfachlehrern für Polytechnik.Wissenschaftliche Zeitschrift der Padagogischen Hochschule "Dr. TheodorNeubauer". 11(1), pp. 5-14 [Erfurt, Germany-East]
Buresch, J.: (1992) Specialists with all-round competence A reflection on advancedtechnology in vocational training. [International conference on technologyeducation, Weimar, Germany]
Dyrenfurth, M.J.: (1990) Rethinking Technology Education in the Secondary School:Missouri's Approach to Technological Literacy; Prepared forLandesfachkonferenz Polytechnik Arbeitslehre. [ThOringen, GermanDemocratic Republic]
Eder, W.E.: (1992) Science in engineering, one component of the science ofengeneering design. [NATO ARW, Eindhoven, NL]
Erasmus Projects Group: (1992) Padagogische Hochschule Erfurt, FachbereichTechnik-Technolog and the Christelijke Hogeschool Noord-Nederland,Leeuwarden, department for basic education.
Herrmann Haiiiger-Uebersax: (1987) Morphologisches Institut Zurich; Integra leSysteme oder Denkkatastrophen; Technische Rundschau, Heft 34.
Hill, B.: (1990) Aufbau von biologischen Funktionsspeichern, ein Beitrag zurOberwindung von Barrieren im Analogiebereich; [Padagogische HochschuleErfurt, Forschungsgruppe Polytechnik]
Klix, F.: (1987) Erwachendes Denken; Deutscher Verlag der Wissenschaften. [Berlin]Lutherdt, M.: (1990) Zu den konstituierenden Elementen ausgewahlter technischer
Wissenschaften; Wissenschaftliche Zeitschrift, Padagogische HochschuleErfurt.
Nacken, W.: (1986) Lernen im Dialog: Jugend Wirtschaft Politik; inSozialwissenschaften und Berufspraxis; Jahrgang 9 / Heft 4, 1986
J.H. Rest.: (1988) Onderwijs in Techniek, afscheidscollege, gegeven op 18 novemberaan de T.U. Eindhoven.
Rubinstein, S.L.: (1968) Das Denken und die Wege seiner Erforschung; DeutscherVerlag der Wissenschaften. [Berlin]
Schaefer, G.: (1989) Systems thinking in biology education; UNESCO. Paris 1989,Division of Science, Technical and Environmental Education; No. 33, DocumentSeries
Schmidt, V.: (1989) Bewerten technischer Objekte - ein methodologischer Ansatz zurErschlieBung der Komplexitat der Technik; Thesen zur Dissertation 6,Pädagogische Hochschule. [Erfurt]
Szilcs, E.: (1992) Technology Education in General Culture. [International conferenceon technology education, Weimar, Germany]
Theurkauf, WE.; Weiner, A.: (1992) Schlüsselqualification als eineOrientierungsmöglichkeit für eine technische Bildung. [Hildesheim]
32 3 4
Dietrich Blandow was born in 1937 in Cottbus. After hestudied at the Technical University in Dresden from 1958 to1964, mastering in engineering, and receiving his firstdoctor's degree in 1969 (Dr.paed.) at the same university onhis thesis called "Sequence of steps in analyzing andsynthesizing technical systems", he made his seconddoctor's degree (Dr.sc.paed.) with his thesis "The theory ofanalyzing and synthesizing technical systems" (1971). In1974 he was appointed as Professor of Technology(mechanical engineering) for the department ofPolytechnical Education at the College of Education inErfurt/MOhlhausen. At the Technical University in Ilmenau hereceived his doctor's degree (Dr.Ing.) on his thesis"Experimental studies on action principles, exemplified bythe development of an E.P.R.-Spectrometer". He wasappointed Visiting Professor at the department of Practical
Arts and Vocational-Technical Education, University of Missouri, Columbia, USA. From 1980to 1990 he was chairman of the Academic Council of Polytechnical- and Work-orientededucation at the Ministry of Higher Education and Science and Corresponding Member ofthe Academy of Pedagogical Sciences of the former GDR. Dietrich Blandow is a member ofvarious Scientific Advisory Councils and temporary work groups and in 1988 he became amember of the INISTE/UNESCO Network in Paris. Since 1992 he has the position of asecretary of WOCATE. World Council of Associations for Technology Education in founding.
Vormgeving en druk:Reproduktie en Fotografie van de CTDTechnische Universiteit Eindhoven
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