Uppeldi og menntun - 01.01.2011, Qupperneq 74

Uppeldi og menntUn/icelandic JoUrnal of edUcation 20 (1) 201174
HÖnnUn og SmÍÐi
The boundaries between Sloyd and technology education are sometimes less than
obvious. Although many changes have occurred through different curricula, Sloyd
pedagogy is still the basis of the Icelandic Design and Craft school subject. How-
ever, the subject is also technologically based and focuses on idea generation. Sloyd
typically focuses on the individual and is based on making traditional artefacts, but
in Design and Craft the focus is on solving real human needs and problems through
ideation. Sloyd education also works more with individual needs whereas technologi-
cal education develops solutions to solve the common needs of people in general.
The new model for the Design and Craft subject is relatively young in Iceland.
However, it seems to have re-awakened the debate about craft as part of a general
education. The initial pedagogical values remain valid, but it is important to keep the
subject up-to-date. Nevertheless, keeping the subject alive for the future will depend
on constant re-evaluation of the content and on-going discussion about the peda-
gogical values. It is the hope of the authors that this process will continue with both
aspects onboard, educational craft and technology education.
This article outlines and discusses the pedagogical/historical background of the
Icelandic Design and Craft school subject. Subsequently the introduction of Sloyd
in Iceland is described, as well as the curriculum development of craft education in
Iceland from 1918 to the present. Finally, the authors describe the curriculum change
from craft to technology education and the current situation.
Keywords: Design and craft, pedagogical craft, technology education, sloyd
aboUt thE aUthors
Brynjar Olafsson (brynjar@hi.is) is a lecturer at the University of Iceland, Depart-
ment of Design and Craft. He has a MA degree in Education from the University of
Iceland. His main area of research is Design and Craft and the relevance of that subject
in elementary school. Brynjar has been on the board of NordFo, Nordic Forum for
research and development in Craft and Design, since 2005. He was also a chairman
for the revision of the National Curriculum in Design and Craft for the elementary
school in 2007.
Gisli Thorsteinsson (cdt@hi.is) is an assistant professor at the University of Iceland, in
the Department of Design and Craft. At present, he is also a PhD student at Lough-
borough University, where he is exploring the values of using virtual learning
environment for ideation in general school education. Gisli was the chairman of the
Association of elementary school teachers in design and craft 1995–2005 and is associ-
ated with the NST Coalition of Industrial Arts Teachers in Scandinavia. From 2000–2005
he was on the Board of Nordfo, Nordic Forum for research and development in Craft and
Design. In 1999 he was involved in the National curriculum development for technology
education in Iceland and wrote the curriculum part for Design and Craft. Gisli has
written numerous articles concerning design and craft education and has published
several textbooks about innovation education.