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06 APRIL 2014

State of Design: How Design Education Must Change

"But design faces an uncertain future. The traditional design fields create artifacts. But new societal challenges, cultural values, and technological opportunities require new skills. Design today is more human–centered and more social, more rooted in technology and science than ever before. Moreover, there is need for services and processes that do not require the great craft skills that are the primary outcome of a design education.

Although design can sometimes bring creative insight to new problems, this ability is more of an art than a science, limited to a few especially talented individuals and design firms. In order to expand beyond chance successes, design needs better tools and methods, more theory, more analytical techniques, and more understanding of how art and science, technology and people, theory and practice can commingle effectively and productively. ...

Design is still mainly taught as a craft. There are remarkably few fundamental principles, almost no science. If design is to live up to its promise it must create new, enduring curricula for design education that merge science and technology, art and business, and indeed, all the knowledge of the university. Design is an all–encompassing field that integrates together business and engineering, the social sciences and the arts. We see a tremendous opportunity for students that learn design in this integrated way. ...

For design to succeed, grow, achieve its potential, and train future leaders, we envision a new curriculum. In our vision, these new programs combine learning the art and craft of beautiful, pleasurable well–crafted design with substantive courses in the social and biological sciences, in technology, mathematics and statistics, and in the understanding of experimental methods and rigorous reasoning. Programming and mechatronics are essential skills in today's product world. Not only will this training make for better practitioners, but it will also equip future generations of designers to be better at developing the hard, rigorous theory design requires.

Design is an exciting powerful field, filled with promise. To meet the challenges of the 21st century, design and design education must change. So too must universities."

(Don Norman and Scott Klemmer, 25 March 2014)

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TAGS

2014 • analytical techniques • analytical thinkingart and design education • behavioural sciences • call to actioncomplex phenomenacraft and materialscraft skills • creative insight • creative leaders • deductive reasoning • design academics • design and visual culturedesign artefactsdesign craftdesign curriculadesign curriculumdesign educationdesign education must changedesign facultydesign methodsdesign pedagogydesign studio educationdesign theory • design theory and practice • design thinkingdisciplinary specialisationDonald Normanexperimental methodsexperimental type design • finding and solving problems • formal design methodsfundamental principlesinductive reasoningintegrative practicesinterdisciplinary knowledge • LinkedIn Influencers (series) • material practicesmateriality of artefacts • mechatronics • people and society • people and technology • practical theory • practice and theorypractitioner wisdomquestioning traditionsScott Klemmersynthetic thinkingsystematic approachsystems thinking • technology and people • technology designtheory and practicetheory of designthinking toolsuncertain future • well-crafted design

CONTRIBUTOR

Linda Carroli
04 DECEMBER 2013

Kano: A computer anyone can make by Kano

"A computer and coding kit for all ages, all over the world. Simple as Lego, powered by Pi. Make games, learn code, create the future."

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CONTRIBUTOR

Simon Perkins
01 DECEMBER 2013

Ways of Thinking and Organisational Causality

"There are several types or ways of thinking. Each of these ways of thinking comes with its own set of assumptions, or paradigms, that, while making the thinking process work efficiently, also constrains the process to a particular view of causality, organization, and management's and members' roles in an organization. These types of thinking have their roots in natural sciences, social sciences, and philosophies. They can become so pervasive and dominant in management discourse that they become invisible, being applied without consideration for their assumed causality. Clearly identifying and classifying types of thinking raises awareness of what thinking is actually taking place, and at the same time challenges management to improve their thinking based on this knowledge of thinking."

(Kim Korn, Create Advantage Inc.)

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TAGS

analytical thinking • assumed causality • autonomous human choice • business management • business organisation • causalitycompetitive advantage • competitive positioning • complex responsive processes thinking • complexity science • decision making • formative causality • Georg Hegel • Hegelian philosophy • holistic thinking • identity-difference thinking • imaginative thinkingImmanuel Kant • inside-out thinking • insightintuitionIsaac Newton • Kantian philosophy • knowledge of thinking • knowledge paradigm • management discourse • mechanistic perspective • natural causality • natural sciences • natural systems • organisation causality • organisation evolution • organisational behaviourorganisational capabilities • organisational causality • organisational dynamics • outside-in thinking • part-whole thinkingphilosophypsychological perception • rational choice thinking • rationalist causality • rationalist perspectiverationalist traditionsocial sciencestrategic thinkingsynthetic thinking • system-environment thinking • systemic process thinking • systemic thinking • systems approach • systems science • systems thinking • thinking roles • thinking styles • transformative causality • types of thinking • ways of thinking

CONTRIBUTOR

Simon Perkins
29 MARCH 2013

Abductive Reasoning as a Way of Worldmaking

"What is the function of abductive inference? For [Charles Sanders] Peirce it is 'the process of forming an explanatory hypothesis. It is the only logical operation which introduces any new idea; for induction does nothing but determine a value, and deduction merely evolves the necessary consequences of a pure hypothesis. Deduction proves that something must be; induction shows that something actually is operative; abduction merely suggests that something may be' (CP 5.171, cf 1991a, p.333). Abduction may thus be conceived of as a principle that allows us to reconstruct how conceptual order is achieved through the imposition of a hypothesis (in the form of a minimal theory, an idea, a rule or a law–like hypothesis) – which inaugurates constructivist thinking. Here I can only hint at the great variability of this schema; it enables us to bridge the traditional gap between the arts and the sciences because it can be used as a model both of explanation and of understanding."

(Hans Rudi Fischer, pp. 368, 2001)

Peirce, Charles Sanders (CP). (1931–35, 1958) "Collected Papers of Charles Sanders Peirce". Bd. I–VI (1931–34) ed by Ch. Hartshorne and P. Weiss. Vol. VII–VIII (1958) ed. By A.W. Burks. Cambridge, Massachusetts/London.

Peirce, Charles Sanders (1991a), Naturordnung und Zeichenprozeß. Schriften über Semiotik und Naturphilosophie. Hrsg. und eingeleitet von Helmut Pape. Frankfurt/Main, Suhrkamp.

Foundations of Science, special issue on "The Impact of Radical Constructivism on Science", edited by A. Riegler, 2001, vol. 6, no.4: 361–383. "Abductive Reasoning as a Way of Worldmaking", Hans Rudi Fischer, Heidelberger Institut für systemische Forschung und Therapie, Kussmaulstr. 10, D–69120 Heidelberg, Germany.

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TAGS

2001 • abduction • abductive inference • abductive reasoningarts and sciencesCharles Sanders Peirceconstructivismdeductive reasoning • explanatory hypothesis • Foundations of Science (academic journal) • Hans Fischer • hermeneutical procedures • hermeneuticshypothesisinductive reasoninginferenceinterpretation of experience • knowing as inferring • knowledge of the world • language gameslogical rationalitylogical rules of inferencelogical-analytical paradigm • logically false • Ludwig Wittgenstein • manufacturing of knowledge • material environment • paralogical reasoning • paralogism • paralogy • philosophical construction • praxis of living • rationalityreasoning • retroduction • rule system • rule-following • rules of thought • synthetic thinking • traditional logic • worldmaking

CONTRIBUTOR

Simon Perkins
15 NOVEMBER 2012

UK Reviewing the new Design & Technology Curriculum

Reviewing the new Design & Technology Curriculum
Westminster Education Forum National Curriculum Seminar Series 2013
Timing: Morning, Wednesday, 13th February 2013
Venue: Central London

"As the Government concludes its National Curriculum review, this timely seminar focuses on the content of the new curriculum for Design and Technology (D&T) for each Key Stage, due to be introduced into schools from September 2014 – as well as the implementation challenges for schools. It will bring together key policymakers with school and college leaders, teaching unions, universities, employers and other stakeholders.

Delegates will assess the opportunities and challenges presented by D&T's designation as a 'foundation' subject, with a much less prescriptive Programme of Study, as well as the level of teaching time required to deliver the new Programme and whether it meets the needs of employers, colleges and universities.

Sessions also focus on wider issues in D&T including the quality of facilities available in both primary and secondary schools in England, the profile and CPD opportunities for D&T teachers and the role that industry can play in the delivery of D&T in schools."

(Westminster Education Forum, UK)

Fig.1 Chicago Middle School students participate in an invention school workshop led by James Dyson as the James Dyson Foundation begins its mission to encourage more American students to become future engineers and inventors, at the Sir Miles Davis Academy in Chicago, May 5, 2011 [http://momandmore.com/2011/05/james–dyson–foundation–just–launched.html].

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TAGS

20132014 • Academy of Culinary Arts • Bel Reed • Bill Nicholl • CPDcurriculumcurriculum delivery • David Anderson • Department for Education • design and construction • design and technologyDesign and Technology AssociationDesign Council (UK) • DT • EBacceducation policyengineering and designEnglandEnglish Baccalaureate • foundation subject • Gina White • Government • implementation challenges • innovation and creativity • Institution of Mechanical Engineers • Isobel Pollock • IT • key stage • lateral thinking • lobbying • national curriculum • National Curriculum Seminar Series • North Baddesley Junior School • Ofsted • policy makersprimary schoolproblem-solving • programme of study • public policy • purposeful activities • Queen Elizabeths Grammar School • Richard Green • Royal Academy of Engineering • Sara Jayne Stanes • school leaders • secondary school • Susan Smith • synthetic thinkingtechnology educationUKUK GovernmentuniversitiesUniversity of CambridgeUniversity of Leeds • WEET • WEETF • WeF • Westminster Education Forum • Westminster Forum Projects • WFNF • WFP • WHF • Whitehall • WLPF • WMF

CONTRIBUTOR

Simon Perkins
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