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首页> 外文会议>Humanity, science, technology: the systemic foundations of the information age >POST-FORMAL DESIGN CONVERSATION: DESIGNING JUST AND CARING EDUCATIONAL SYSTEMS
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POST-FORMAL DESIGN CONVERSATION: DESIGNING JUST AND CARING EDUCATIONAL SYSTEMS

机译：正式设计后的对话：设计正义与关怀教育系统

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In the United States, efforts to improve education continue to be poorly designed and disregard the necessity of centering these efforts on paradigms of justice and caring. Change efforts, such as vouchers, standards, rebuilding educational infrastructure, funding, and privatization, are systematic at best, and are promoted by ideological and economic special interests who have no concern for the establishment of egalitarian systems. Because of the lack of design and critical concern, the change efforts invariably fail in their attempt to improve the quality of education, and merely sustain existing inequitable situations. Currently, outside of the academic arena, design theory and critical theory have little impact on the contentious debates about the purpose, form, and function of education. Therefore, how can the process of design and the promotion of justice and caring be included in the actual planning and practice of educational change? The argument will be made that processes of design and criticality can become part of the practice of education, and that the quality of education can be equitably improved through the synthesis of idealized systems design and post-formal thinking. This synthesis, post-formal design conversation, will be explored by first identifying the aspects of systems design and post-formal thinking that are related to this synthesis. A discussion of the similarities and differences of post-formal design conversation and design conversation will further explicate the nature of post-formal design conversation. Finally, the potential of Opportunity Initiated Systems Design to become an interventionist strategy, that will promote the inclusion of post-formal design conversation in educational change initiatives, will by explored.
机译：在美国，改善教育的努力设计仍然很差，并且忽略了将这些努力集中在正义与关怀范式上的必要性。变革努力，例如凭单，标准，重建教育基础设施，资金和私有化，充其量是系统的，并且是由意识形态和经济特殊利益所推动的，这些利益和经济利益与均等制度的建立无关。由于缺乏设计和迫切的关注，变革工作总是会失败地试图提高教育质量，而只能维持现有的不平等状况。当前，在学术界之外，设计理论和批判理论对关于教育目的，形式和功能的争议性辩论影响不大。因此，如何将设计和促进正义与关怀的过程纳入教育变革的实际计划和实践中？将提出这样的观点，即设计和批判性过程可以成为教育实践的一部分，并且可以通过综合理想化的系统设计和后形式思维来公平地提高教育质量。通过首先确定与该综合相关的系统设计和后形式思维方面，将探索这种综合，即形式后设计对话。后形式设计对话与设计对话的异同的讨论将进一步阐明后形式设计对话的本质。最后，将探讨“机会启动的系统设计”成为干预主义策略的潜力，该策略将促进将正规设计对话纳入教育变革计划中。

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