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Aldo Leopold was a pioneer in United States’ wildlife management and his axiom is certainly familiar to anyone who has tried to repair a complex technological system, it applies equally whether one is rebuilding a small block V8 engine or repairing a computer. “Keep all the pieces” is good advice because in all likelihood they will all be necessary to restore the proper functioning of the system. Before we begin tinkering it’s a good idea to figure out the purpose of the components so even if we initially forget where the pieces go, we will (if we’re competent) eventually figure out where they fit. The metaphor is appropriate in light of the impact our technological systems of production and consumption are having on the biosphere. We are effectively tinkering on a dangerous planetary scale, damaging, even destroying critical pieces of the biosphere, often without even comprehending the role of the systems we have lost in maintaining a thriving and healthy planet. There is a serious disjunction between our science-informed environmental knowing and our technologicaleconomic actions. This paper will explore the nature of the modern product with respect to its relationship to technological education. The term “product paradigm” refers to a number of interrelated, implicit and explicit beliefs and assumptions regarding the nature of postmodern technological product culture that are increasingly problematic for technological education. It will also offer ideas to move technological education away from the product paradigm. In general the product paradigm consists of four distinct assertions. We will explore each of these nonexclusive dimensions in turn, but first we need to examine the critical role design has to play in perpetuating the product paradigm.

Productivism and the Product Paradigm in Technological Education