Towards a philosophy of products?

I read an interesting article yesterday (26th April 2013) on Google Glass, in the MIT Technology Review (thanks to David Barlex and Torben Stegg). The author (John Pavius) discusses some of the, potential, technical and social issues with the user interface with Google Glass. However, the most interesting part was a reference to the 20th Century German philosopher Martin Heidegger, who is possibly best know for his writing on tool use.

Pavius takes a slightly dystopian view of the implications of the Google Glass user interface with future ‘technological’ products in the future, which somewhat reflects Heideggar’s leanings. Having said that, I think that he (Heideggar) can teach us something about products. He wrote within a the school of phenomenology, which (very crudely speaking) is concerned with the observation and experience of phenomena (things that occur/happen in human experience).

Taken from: http://www.flickr.com/

Heideggar was interested in objects, or more accurately ‘things’: he actually was not particularly keen of objects as a term, inferring a distance, whereas ‘things’ are experienced and meaningful (think that I’ve got that right!?). Two key concepts regarding tools, in heidegarrian philosophy are readiness to hand and presence at hand. These terms describe human beings relationship to and use of tools. Heideggar used the example of the hammer. When a hammer is in use, it becomes an extension of the arm and withdraws from consciousness: this is readiness to hand. Conversely, if the hammer does not function or functions inefficiently, it comes into consciousness and become less effective as a tool (Heideggar takes about ‘broken’ tools): this is presence at hand.

This got me thinking that often when I have read people explaining this concept, it is in terms of tools being one or the other. But what if tools move between the two states? We experience (use) tools (products and/or technologies) in two different ways (or from two different perspectives). Sometimes products are used instinctively and unconsciously, such as spectacles, and they become an extension to our body (readiness to hand). Many technologies are like this when they become ubiquitous and part of how we live and act within our society/culture. On the other extreme, there are products that are very much in our consciousness, but not necessarily because they are ‘broken’. Take, for example, the iPhone: much loved by many despite its perceived flaws. So appears to be a disruptive element in the design of much-loved products that pulls them into consciousness (presence at hand).

This line of argument suggests that products might be ‘positioned’ at a point along a continuum between readiness at hand and presence to hand. This positioning might be contingent on the technology maturity of or adoption of specific technologies by the local culture (and individual), but complex products, such as smart phones, cars and buildings, move in and out of consciousness; so the ‘position’ is not fixed. When I feel the hardness (resistance, even mild discomfort) of my iPhone in my hand and against my ear, I am reminded that it is not part of me, it remains in my consciousness (presence at hand); at the same time functioning as an extension being used unconsciously (readiness to hand).

Readiness to hand / presence at hand product continuum

So what are the implications for a philosophy of products or product design? Are disruptive ‘imperfections’ part of people’s emotional attachment to products? Can complex products be simultaneously ready to hand and present at hand? Or do they move in and out of consciousness? Does Heideggar suggest a way to avoid the dystopian view of technology and technological determinism?… [to be continued]

What is Design and Technology knowledge?

Thoughts on knowledge in Design and Technology…

With the National Curriculum review underway between February and April 2013, there has been a lot of talk about what knowledge is in Design and Technology. With the focus on “essential knowledge [and] fundamental operations” (DFE, 2011: 6) the relationship between D&T and knowledge has been under the spotlight. When the subject was originally conceived, knowledge was viewed as a “resource to be used” (DES/WO, 1988:29) in design and technology activity.

Education for Engineering (E4E) have presented their New Principles for Design and Technology in the Curriculum, which take a ‘tool kit’ approach, identifying design, technology, critiquing and data tools. Whilst there is work to be done if this was to be developed as a programme of study, it does provide a set of ‘lenses’ to evaluate and plan design and technology. It certainly provides a (more) rigorous framework than the DFE’s draft programme of study.

Similarly, the Design Council released their 5 Principles of Design Education: Build a design literate society; Apply user-centred design methods; Ensure a multidisciplinary approach is at the heart of learning; Develop technical skills; Be embedded within an industrial, academic and cultural framework.

Both E4E and the Design Council’s ‘principles’ have merit and value, demanding further discussion and analysis (which I’m not going to do here!). What I’ve been thinking of recently is knowledge areas in D&T. This has been influenced by a number discussions that I have been involved with amongst teachers and teacher educators. The current political ideology informing the curriculum ‘reforms’ undervalues process and activity, which have been the areas that we have been most comfortable with in D&T.

What is Design and Technology?

The mindmap above, shows my first attempt at trying to unpick the knowledge that contributes to the D&T processes. Initially (as you can see above) my thinking was around internal (design) and external (material) knowledge. However, there is another area that this doesn’t take into consideration; that of knowledge of products (see below), which in some aspects is a synthesis between design and materials areas. However, this does not account for the social and cultural aspects of D&T, such as fitness for purpose and designing for real human contexts.

knowledge in D&T

Bodies of knowledge in design and technology (annotated and updated 28th April 2013)

On further analysis, ‘materials’ as an area of knowledge begins to break down, as in D&T we can also be working with components, ingredients and (even) ideas/concepts. So how about ‘technologies’ as the third area? This viewing technology as human interaction with the material world, rather than specific ‘artefacts’ of technology.

So does this lead use to be in a position to develop a taxonomy of design and technology activity? This is something that Mike Martin, my colleague at LJMU, has been thinking about as well. In other words, defining broad categories (albeit overlapping) of knowledge. What is below is my first attempt at drawing together the conversations and past versions of the D&T programmes of study, with D&T being built on knowledge of designing, knowledge of products and knowledge of technologies

A taxonomy of Design and Technology?

Designing

Design thinking & designing

Investigating:

  • Identify and gather primary and secondary data appropriate to each design context/project
  • Analyse data for specific contexts and briefs (and specifications)

Ideation:

  • Use appropriate ‘tools’ for generating ideas
  • Record ideas using words and drawings (2D and 3D) appropriate to the technological domain

Modelling:

  • 2D and 3D modelling and development of ideas (representational and prototyping)
  • Use ICT for simulation and design

Communicating:

  • Presenting ideas visually and aurally
  • Drawings, diagrams and models

Planning:

  • Managing design projects and manufacturing processes

Critiquing:

  • Analysing, synthesising and evaluating ideas, products and systems
  • Understand the impact of design decisions and evaluate against design specifications

Products

Products, systems & environments

Fitness for purpose:

  • Functionality / fitness for purpose / authenticity
  • User and market

Creativity and innovation:

  • Market and technological push and pull
  • Comparing and evaluating products

Cultural/historical:

  • Cultural aspects of design, e.g. aesthetics, function
  • Knowledge of British and global designers/innovators

Technologies

Materials, components & ingredients

Domains:

  • Electronics and control
  • Food
  • Materials (resistant & compliant)
    • Wood, metal, plastic, textiles, (ceramics)

Properties of materials:

  • Physical/chemical
  • Working
  • Natural, man-made (including smart and modern) materials

Processing of materials:

  • Addition
  • Subtraction/wastage
  • Forming/moulding
  • Combining/joining

Origins of materials:

  • Sustainability, sourcing and selecting of materials, components and ingredients
  • Life Cycle Analysis

Control Systems:

  • Knowledge of open and closed systems

Information and Communication Technologies:

  • Use ICT to design, manufacture and evaluate
  • Use collaborative technologies to work creatively as individuals and teams

Note: this is a starting point for conversation and ‘thinking aloud’. 

References

DES/WO (1988) National Curriculum Design and Technology Working Group: Interim Report. London: Department for Education and Science/Welsh Office.

DFE (2011) The Framework for the National Curriculum. A report by the Expert Panel for the National Curriculum review. London: Department for Education. Available at: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 [last accessed 14th April 2013]