The Design Aim in Education
IN 1979 Archer published with Roberts a classic article in this journall setting out clear ideas of the nature of design in education. It must be read, but as a temporary precis his aim seems to be the ability to carry out cognitive modelling, necessarily commutative, with or without the aid of physical models, and aimed at solving problems and attaining desires which may be initially unclear. Archer deliberately excludes the search for generalisations as in science. These ideas have provided a clear rallying cry for those advocating design in schools. I hope to extend one aspect of this conception and to point out some practicalities which may require a shift of focus. More detailed accounts of some aspects will be found elsewhere.