DP Design Technology /
International Mindedness

Technology itself is an international endeavour; the exchange of information and ideas around the world has been both a cause and effect of the development of technology. The contributions of many different civilizations, for example, Indian, Chinese and Arabic, over time have been essential in the development of technology; meanwhile, designers worldwide follow similar overarching methodologies to solve problems and create new products. Teachers are encouraged to emphasize this contribution in their teaching of various topics, perhaps through the use of timeline websites. Searching for “product development timelines” brings up many such timelines, and Wikipedia is also a valuable resource in this respect.

The section in the Design technology guide entitled “Design technology and the international dimension” develops international-mindedness in design technology in greater depth. Where appropriate, the syllabus content sections in the Design technology guide provide specific examples in particular sub-topics illustrating the international aspects of design.

Design thinking in its broadest sense, with its emphasis on creativity, open-mindedness and freedom of thought, transcends political, religious and national boundaries. This is illustrated by parts 1.12, 1.15, 1.16, 1.17, 1.18, 1.19, 2.8, 2.9, 2.10, 3.6, 3.10 of the “Nature of design” section in the guide. Teachers can demonstrate the design cycle in action by teaching the course through the new emphasis on NOD. There are specific examples at sub-topic level in the Design technology guide.

On a global organizational level, many international bodies now exist to promote design and the development of technology. United Nations bodies such as the UN Industrial Development Organization and the UN Conference on Trade and Development, along with design organizations such as IDEO, AIGA and the Design Council; however, there are hundreds of other international bodies representing every branch of design, almost all with their own websites.

Many design problems, from fresh water availability and energy supply to transportation and shelter, are international in nature and this has led to a global approach to research in many areas. This global approach can be mirrored in the group 4 project, where collaborative work across design technology and the sciences can be extended to collaboration with students in IB World Schools in other regions.

Understanding the importance of scientific knowledge in the design of new products, it is important to consider the role of new technology both as a product of scientific discovery and as an access point to scientific discovery. “The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment.” In line with this extract from the International Council for Science (www.icsu.org), group 4 students need to be aware of “the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies”.