The final brief in the area of craft education offered us to take a broader look at the following areas-
Recent innovations in craft education
Language unification
Cultural outlook towards design
The condensed form of our research approach and insights is represented in the following infographic.
Much of human knowledge is based on craft. The person developing a craft solution to a problem draws on fortunate accidents, personal experience, insight, and the expertise of others to fashion a solution and revise it through trial and error. Craft is then passed on through a system of expert-based instruction and practice-based apprenticeships.
Craft approaches produce a body of knowledge and expertise that is sometimes personal but more often passed on through guilds, unions, professional associations, or other collections of experts and student novice.
Problem with craft education- indeterminate, non transferable, and unconnected to a systematic knowledge
achievement. Many historians have described the tendency in modern civilizations to "scientize" craft using scientific language and measurement technologies (Ellul, 1 990).
The second problem with craft solutions is that they are situated. Because they are unconnected to a body of systematically gathered scientific knowledge, they are seldom transferable to new settings and/or people.
The Promoted Aspects of Creativity within Education
product-oriented and process-oriented creativity
Product creativity makes the assumption that creativity should be defined as the production of both novel and appropriate work (Sternberg & Lubart, 1999).
Process-based focuses on the “mental process” involving creative potential to generate new ideas, solution of problems, and the self-actualization of individuals (Esquivel, 1995; Fryer, 1996; James, Led-erman, & Vagt-Traore, 2004).
Creative pedagogy is put forward to describe a practice that enhances creative development through three interrelated elements—creative teaching, teaching for creativity, and creative learning.
In more recent studies, several features of creative learning are revealed including playfulness (Kangas, 2010), collaboration (Mardell, Otami, & Turner, 2008), development for imagination and possibility thinking (Craft, Cremin, Burnard, & Chappell, 2008; Spendlove & Wyse, 2008), and supportive/resourceful context (Oral, 2008)
Educational failure of linguistic minorities all over the world is primarily related to the mismatch between the home language and the language of formal instruction.
The language barrier also comes with a content barrier since the daily life experiences and culture of tribal children are hardly present in textbooks and other curricular material in the dominant language schools.
The system of education in India, which is officially named as human resource development, neglects the most powerful resource that a tribal child comes to school with—their mother tongue—and in the process fails to enable them for a life of choice; rather, it fails to develop the human resources and leads to cumulative disadvantages.
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Ancient motifs and their symbolism have a crucial role in understanding visual narrative of lifestyle. The visual elements show relevance to Indian culture and give freedom to artists to depict their thoughts in tangible ways.
The geometrical figures as the point, straight line, circle, triangle and square, have a symbolic value in representing the basic energies of the universe. They can be combined in increasing complex figures to represent particular forces or qualities embodied in some aspect of creation, evolution, dissolution.
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Craft based design and innovation degrees are being initiated by various european universities as these courses are an important opportunity to spend dedicated time exploring, thinking and challenging. They bring skills, but also an opportunity for conversation and innovation.
Playful learning-
Focus on the process more than outcome.
Play based approaches to teaching, designing digital games for learning, and developing playful values through participation in spaces that allow experimentation and positive failures.
Decolonising learning-
Prompts us to consider everything we study from new perspectives.
Decolonising learning helps us to recognise, understand, and challenge the ways in which our world is shaped by colonialism.
It is an approach that includes indigenous knowledge and ways of learning, enabling students to explore themselves and their values.
Craft is driving innovation in other sectors. Today we see the tacit intelligence of the hand stimulating innovation in such diverse fields as digital technology, aerospace and bioscience, and in examples such as an embroiderer collaborating with a roboticist to develop wearable sensors for medical and sports applications.
Holistic craft (Kojonkoski-Rännäli, 1995) comprise the following phases of the innovative process: needs analysis, the generation of ideas, the designing of solutions, the making or manufacturing process, and finally, the assessment of the artefact and the entire process.