Design is a central aspect of technology education and has a prominent position incurricula all over the world, not only in subjects named Design and Technology (andsimilar) but also in most other technology and engineering subjects, or disciplines. Inphilosophy, it has been asserted that design volition (axiology) has a strong relationshipwith and in many ways forms the basis of design as a methodological stance. In thispaper, therefore, we investigate the affordances of volition/axiology as an integralphilosophical component of technology education, specifically in relation to designmethodology. The primary philosophical frameworks used as the foundation for thisphilosophical analysis are the ones presented by Carl Mitcham in his Thinking throughTechnology (1994) and Andrew Feenberg’s critical theory of technology. We performa narrative review of relevant literature. Based on this review, we attempt a clearerdefinition of the lucid concept of volition/axiology in the literature, as well as explicaterelationships and influences between axiology and methodology in which we alsoreview design as societal phenomenon, strong and weak intentionality, determinism,etc. In conclusion, implications for technology education are drawn.