Technological Learning and Thinking: A Pedagogical Analysis
Abstract: The knowledge-acquisition learning tradition that underpins schooling in western societies continues to enjoy an unquestioned place in the minds of most parents, policy makers, and professional educators. At the same time the importance and place of experience versus knowledge [some would say science] as an orientation or tradition for learning, awaits definition and analysis. First, the need for a deeper understanding of what it means to be technical and to think and learn technically in a human and social sense requires documentation and clarification. How and what one learns when being technical, is an elusive but culturally significant pedagogical terrain.