This study aims to define the concept of craftsmanship from the perspective of craft chocolate makers and explore how their understanding of craftsmanship is reflected in their organizational practices and the scaling of their businesses. The research is motivated by the desire of craft chocolate makers to expand the niche market for craft chocolate, thereby increasing the share of sustainable and fair-trade cocoa in the industry.However, consumers remain confused by various claims such as ‘bean-to-bar’, ‘single-origin’, ‘single-estate’, and ‘direct-trade’, making it challenging for the niche to clearly present itself.
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Wat is de beroepsidentiteit van sociaal werk, wat behoort zij te zijn? Sociaal werk wordt wel omschreven als een professie maar ook als een ambacht, vaak zonder duidelijk onderscheid tussen en wellicht zelfs door impliciete gelijkstelling van deze kwalificaties. Met behulp van de ideaaltypische benadering kan echter worden aangetoond dat deze twee typen beroepen niet alleen veel overeenkomsten delen maar ook op enkele punten fundamenteel van elkaar verschillen. Op basis van het werk van Freidson (2001) en Sennett (2008) kan worden aangetoond dat het ideaaltypische doel van professies het realiseren van een abstracte waarde (zoals rechtvaardigheid) is, terwijl ambachten gericht zijn op het manipuleren van concrete materialen (bijvoorbeeld steen). Bijgevolg zijn (enkel) professies beroepen met een morele identiteit. In alle zelfdefinities van sociaal werk is deze morele identiteit, deze humanitaire kern aanwezig (zie bv. IFSW, NVMW). Daarom moet sociaal werk worden beschouwd als een professie en niet als een ambacht. Dit is niet louter een academische discussie maar beïnvloedt bijvoorbeeld de positie van dit beroep in de samenleving, zoals aan de hand van de ministeriële richtlijnen betreffende Welzijn Nieuwe Stijl kan worden geïllustreerd.
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Abstract 1 Im Laufe der Jahre haben die Orthopädieschuhmacher ihr Handwerk als eine Spezialisierung der traditionellen Schuhmacherei entwickelt. Im Gegensatz zu regulären Schuhmachern, die Schuhe für gesunde Füße machen, helfen Orthopädieschuhmacher Menschen mit Fußproblemen, welche ihre Mobilität behindern. Die Orthopädie-schuhmacher tun dies durch die Anpassung oder Änderung von Schuhen, je nach Schwere des Mangels des Fußes, in einem Bereich von einfachen Modifikationen der Standard-Schuhen bis zu vollständig maßgeschneiderten Schuhlösungen. In der Vergangenheit wurden die Orthopädieschuhmacher im Rahmen einer Lehre in der Berufspraxis ausgebildet. Auf diese Weise wurden berufliche Kenntnisse, Fähigkeiten und Fertigkeiten des Schuhmachermeisters an die Lehrlinge/Gesellen von Generation zu Generation übertragen. Diese Basiskenntnis wurde übertragen wie eine Katalog an Erfahrungswissen, zusammen gestellt aus: 1) Wissen über bekannte Probleme und 2) die dazu gehörige Lösungen. Weiterhin wurden 3) die Kenntnisse, Fähigkeiten und Erfahrungswissen formuliert und als prozedurales Wissen gelehrt, um effektive Lösungen zu entwickeln. Folge war, dass verschiedene Schuhmacher-Gruppen verschiedene Lösungen für die gleichen Probleme entwickelten, wofür jede "empirische Gültigkeit“ beanspruchte. Diese Kenntnisbasis von Orthopädieschuhmachern kann man charakterisieren als: Herstellung orientiert an impliziten, durch Tradition bestimmten Lösungsentwürfen. Da die empirischen Lösungen der Nachfrage entsprachen, waren die Begründung der Lösung und der methodische Entwurf der Orthopädieschuhe keine explizit geforderte Aktivität. Vor kurzem wurde in den Niederlanden diese traditionsbestimmte Kenntnisbasis der Orthopädieschuhmacher durch die Krankenkassen in Frage gestellt, da die Kassen wissen wollten, ob und warum ein Lösungsvorschlag wirksam wäre. Erfolgt diese Begründung nicht, wird nur die preiswerteste Lösung zurückerstattet. Die Kassen stellten die Begründungsfrage und forderten also eine akzeptable wissenschaftliche Erklärung für die Lösung des Mobilitätsproblems. Diese Erklärung ist im Prinzip erreichbar, als zum Beispiel innovative Imaging-und Messmethoden zur Verfügung stehen. Es gab großen Widerstand in den Reaktionen auf die Aufforderung, traditionelles Wissen wissenschaftlich zu begründen. Es gab abwehrende (in Zusammenhang mit den Kosten) aber auch pro-aktive / innovative Reaktionen. Fontys University of Applied Sciences nahm die innovative Perspektive und identifizierte Möglichkeiten um das Orthopädieschuhmacher-Handwerk qualitativ aufzuwerten zu einem modernen, mehr professionellen und mit wissenschaftlichen Einsichten unterstützten Beruf. Aus dieser Perspektive hat Fontys einen neuen Lehrplan gestaltet und die Schlüsselperspektiven: 1) Begründung und 2) methodischer Entwurf inkorporiert. Der Lehrplan wird die vorläufigen IVO Kriterien für eine Cat-II Akkreditierung erfüllen. Derzeit wird die Gestaltung von Lehrplänen in Vietnam als Teil der internationalen Kooperationsprojekte pilotiert. Keywords: Vom Handwerk zur Profession, Wissensarten, Methodischer Entwurf Abstract 2 Over the years, orthopaedic shoemakers developed their craft as specialisation of traditional shoemaking. In contrast of shoemakers who make shoes for the healthy feet, the orthopaedic shoemakers assist people with foot related problems causing mobility disabilities. They do this by adapting and modifying shoes in a range from simple modifications of standard shoes to complete bespoke shoe solutions depending on the severity of the deficiency of the foot. In the past, orthopaedic shoemakers were trained in a craft-apprenticeship model which was used to transfer the professional knowledge of the master shoemaker to the apprentice, from generation to generation. This transferred knowledgebase can be perceived as an catalogue of empirical knowledge consisting of 1) knowledge of known problems and 2) associate solutions (know –how). In addition, 3) the knowledge, skills, tricks and traps, formulated in procedural knowledge (do this-do that) was taught to produce the solutions. Consequently, different groups of shoemakers had different solutions for the same issues and each claimed empirical success. This orthopaedic shoemakers knowledgebase can be characterised as manufacture driven with implicit tradition based designs. As the traditional empirical solutions met the demand, explanatory knowledge and explicit methodological shoe design were no issues. In the Netherlands, recently the knowledgebase -know how- of the orthopaedic shoemakers was challenged as the insurance companies wanted to know whether and why a proposed solution is effective. If not, the cheapest solution was refunded. They requested an acceptable scientific explanation – know why- which in principle became achievable as innovative imaging- and measurement methods became available. As a result, the orthopaedic shoe branch was challenged when their mode 2 knowledge was questioned. The reactions were contrasting, from reactive(follow the money) to pro active/innovative. Fontys University of Applied Sciences took an innovative perspective and perceived possibilities to upgraded the craft of orthopaedic shoemakers into a modern, more academic, profession. Therefore, Fontys designed a new curriculum and added the key characteristic: 1) explanatory knowledge (mode 1 knowledge) and 2) methodical design. The curriculum is set up to meet the provisional IVO guidelines for a cat-II accreditation. At present, the curriculum design is piloted in Vietnam as part of international cooperation project. Keywords: from craft to profession, types of knowledge, methodical design
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Anyone who has watched a child play with soft semi-liquid materials like honey, frosting, or slime, sees the fascinating interplay between design and physics. Many of us remember these experiences from our own childhood (or maybe not that long ago). These materials dribble and coil as they stack upon themselves when we drop them onto surfaces like cakes from small heights. This ludic behavior represents a physical phenomenon known as rope coiling. Recent research in 3D printing of clay and plastic has started to wonder how rope coiling can be leveraged to create new textures and textile-like structures through non-planar 3D Printing. These provide new tactile experiences in objects like cups and visual experiences in things like lamps. In this demonstrator, we invite researchers and practitioners to return to their childhood and dribble edible materials to understand how to advance additive manufacturing through interactive printing.
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The potential of a ‘data-driven life’, together with the realization of Weiser’s vision of ‘the disappearing computer’ have been embraced by many. However, the increasing invisibility, virtuality and complexity of data systems also come with a variety of concerns, such as issues of sensemaking, ownership, representation and control. Although data and technology is all around us, its virtual and invisible nature, thereby its lack of material and tangible forms has implications on the way data systems are (mis) used, understood, experienced and perceived. This paper presents craft-based approaches for physical sense making –widely ranging from physical artefacts to show and hide from monitoring, to crafting data physicalizations for critical thinking, communication and creativity. In doing so, this paper discusses how crafting physical forms can be used as a way to grasp and understand ‘invisible’ data systems.
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Future work processes are going to change in several aspects. The working population (at least in Western European countries) is decreasing, while average age of employees increases. Their productivity is key to continuity in sectors like healthcare and manufacturing. Health and safety monitoring, combined with prevention measures must contribute to longer, more healthy and more productive working careers. The ‘tech-optimist’ approach to increase productivity is by means of automation and robotization, supported by IT, AI and heavy capital investments. Unfortunately, that kind of automation has not yet fulfilled its full promise as productivity enhancer as the pace of automation is significantly slower than anticipated and what productivity is gained -for instance in smart industry and healthcare- is considered to be ‘zero-sum’ as flexibility is equally lost (Armstrong et al., 2023). Simply ‘automating’ tasks too often leads to ‘brittle technology’ that is useless in unforeseen operational conditions or a changing reality. As such, it is unlikely to unlock high added-value. In healthcare industry we see “hardly any focus on research into innovations that save time to treat more patients.” (Gupta Strategists, 2021). Timesaving, more than classic productivity, should be the leading argument in rethinking the possibilities of human-technology collaboration, as it allows us to reallocate our human resources towards ‘care’, ’craft’ and ’creativity’.
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Already for many centuries shoemaking exists as a craft. Orthopaedic shoemaking is a relative new profession that has emerged and evolved during the last century. Originated from the craft of shoemaking it has developed into a profession on the intersection between healthcare and technology. Important drivers were unity of language, developments in science and technology, but also developments in the relationship with society. Whereas in the past shoes were made for patients, today shoes are made with patients, driven by patients’ requirements. This development urges orthopaedic shoemaking to shift from shoe design to the design of mobility solutions, to adopt new ways of interdisciplinary cooperation and to innovate the manufacturing process. This offers many opportunities for research.
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‘How do we write when we write online?’ is the question asked by the first item on this list and by the list as a whole. We write a lot online; that’s for sure. Of course, there are discussions about the mobile phone destroying our sense of grammar, about image-biased media overturning the craft of writing, whether moving or not, and about whole populations no longer able to read books or, for that matter, anything over a thousand words.
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In 2016 zijn de TU Delft, De Haagse Hogeschool en andere hogescholen een samenwerking gestart om in co-creatie met kinderen beweegactiviteiten te ontwerpen. Er is een groot aantal werkvormen ontwikkeld waarmee het inlevingsvermogen en de creativiteit van basisscholieren worden gestimuleerd. Tegelijkertijd komen gymleraren en groepsleerkrachten meer te weten over wat de klas en het individu “beweegt” en waar behoefte aan is in de gymles.
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