Design competence

from Wikipedia, the free encyclopedia

With design competence is ability referred, knowledge of sustainable development to use and not to recognize problems of sustainable development, that is, drawn from analyzes of the present and future studies conclusions about ecological, economic and social development in their mutual dependence and to make decisions based, understand and implement to with which sustainable development processes can be realized.

The concept of design competence was developed and tested by Gerhard de Haan and Dorothee Harenberg as part of the school model program of the Federal-State Commission for Educational Planning and Research Funding (BLK) "21" and the successor program Transfer-21.

Since 2008, design competence has differentiated between twelve sub-competencies in which the students are to be trained for the future:

  1. Building open-minded and new perspectives integrating knowledge
  2. Analyze and assess developments with foresight
  3. Gain interdisciplinary knowledge and act
  4. Recognize and weigh up risks, dangers and uncertainties
  5. Being able to plan and act together with others
  6. Being able to consider conflicting goals when reflecting on strategies for action
  7. To be able to participate in collective decision-making processes
  8. Motivate yourself and others to take action
  9. Being able to reflect on one's own models and those of others
  10. Being able to use ideas of justice as a basis for decision-making and action
  11. To be able to plan and act independently
  12. Being able to show empathy for others

literature

  • M. Barth: Design competence through new media? The role of learning with new media in education for sustainable development. Berliner Wissenschafts-Verlag, Berlin 2007, ISBN 978-3-8305-1483-1 .
  • G. de Haan: What is education for sustainability? In: F. Brickwedde, U. Peters: Environmental communication. From knowledge to action. Berlin 2002, pp. 259-267.
  • D. Harenberg: Education for sustainable development - discoveries in everyday school life and common reform efforts. In: H. Gärtner, G. Hellberg-Rode (Hrsg.): Environmental education & sustainable development. Volume 1: Basics. Schneider Verlag Hohengehren, Baltmannsweiler 2001.
  • H. Siebert: The contribution of educational sciences to sustainability communication. In: G. Michelsen, J. Godemann (Ed.): Handbook on Sustainability Communication. Basics and practice. oekom Verlag, Munich 2005, pp. 141–148.

Web links

The

Transfer-21 project (2004-2008)