Scholars have written literature elucidating the integration of textiles and clothing subject matter. However, this literature does not clearly explicate how students can integrate subject matter or how integration can serve professional development of students. The purpose of part one of a two part paper is to describe elements of two learning aids, a model and a taxonomy, that may be used to help students conceptually integrate textiles and clothing subject matter and assist their professional development. The model illustrates how the outcome ofprofessional decision-makingregarding aspects of theproductand/or productenvironmentaffects perceived aesthetic and instrumentalvaluethat the targetedconsumerderives from the product and environment. The model also shows that socio-cultural and individual differences of the targeted consumer influence perceived or, desired value derived from the product and environment. Furthermore, theglobal context(e.g., technological, political, economic factors) affects every aspect of the model. Analyses of the product, product environment, consumer, perceived or desired value, and global context contribute to professional decision-making. A taxonomy of value presents 20 benefits that may be derived from products and environments. The 20 benefits are sensual pleasure, beauty, physical comfort, physical protection and safety, quality, efficiency, sexual attractiveness, aroused emotion, creative expression, elevated emotion, reflected emotion, spiritual ecstasy, identity, alternative existence, cognitive challenge, self-acceptance, status, social acceptance or affiliation, spiritual protection, and quest for knowledge.
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