@article{oai:nagoya.repo.nii.ac.jp:00001594,
 author = {Pavlova, Margarita and Pittis, James},
 journal = {職業と技術の教育学},
 month = {Apr},
 note = {This article examines the reasons that limit the applicability of the English design-based model for technology education in the Russian setting. In doing this, the main sociocultural factors which influence the development of technology education are analysed first. Among these features are the potential (non-utilitarian) nature of Russian culture, the essentialist educational tradition, the strong engineering tradition in interpretations of technology, the historical development of the subject, and the main trends in the educational policy since the 1980-s. Then it is argued that the specific context established by the above factors creates tensions between the ideology of economic rationalism that appeared as a result of market reforms in Russia and the non-utilitarian approach to understanding and the acquisition of knowledge; and between humanisation as a current trend in educational policy and the traditional subject oriented approach to teaching. In the second part of the article, the model of technology education in Russia and a discourse on it are presented. It is demonstrated that a design-based approach to technology education is among the major tendencies in developing the subject area. Then the findings of the research, aimed at the assessing the results of such implementation in pilot schools in Nizhny Novgorod are presented. It is shown that there are limitations to the extent to which the English version of the design-based approach can be applied to Russian schools. There appear to be some deep, culturally rooted 'misinterpretations' of the approach. These are reflected in the students' attitudes and understandings of the designbased project and teachers' interpretations of their teaching activities. It is argued that the limitations are shaped by the socio-cultural framework discussed in the first part of the article. Thus, it is argued that this design-based approach should not be taken as universal but it should be specific for each particular context., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {15--42},
 title = {Technology Education in Russia : Socio-Cultural Limitations to Design-Approach},
 volume = {15},
 year = {2002}
}