Not Signed-In
Which clippings match 'Interdisciplinary Knowledge' keyword pg.1 of 1
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)

1

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
15 JUNE 2012

Managing interdisciplinarity: a discussion of the contextual review in design research

"Although the debate about disciplinary status has not interrupted the production of innovative design research, as a relatively recent member of academia's 'tribes and territories' (Becher 1989) design is still establishing its disciplinary characteristics as a general research field and a set of specialist sub–fields. There is, for instance, some debate about whether design scholarship should include creative practice and reflection (for a sample of contrasting positions see Bayazit 2004; Downton 2001; Durling 2002; Roth 1999). Since a majority of design issues originate in everyday life individual design research questions are unlikely to fit specific disciplinary boundaries, the idea that design research definitively engages with multiple fields and literatures being widely acknowledged (Poggenpohl et al 2004). These considerations have contributed to the debate as to whether design research should conform to established models from the sciences and humanities or develop its own integral approaches. We suggest, however, that a greater focus on design's applied nature and inherent interdisciplinarity could profitably overtake the quest for disciplinary clarity."

(Carolyn Barnes and Gavin Melles, 2007)

1). Proceedings of 'Emerging Trends in Design Research', the International Association of Societies of Design Research (IASDR) Conference, Hong Kong Polytechnic University, Hong Kong, 12–15 November 2007

TAGS

academiaacademic disciplines • applied design research • applied nature of design • applied research • Barbel Tress • Carolyn Barnes • contextual frameworks • contextual review • contextualised application • creative practice and reflection • cross-disciplinary • David Durling • design issuesdesign research • design research questions • design scholarshipdisciplinary boundaries • disciplinary characteristics • disciplinary clarity • disciplinary status • Ernest Boyer • established models • everyday life • Gary Fry • Gavin Melles • general research field • Gunther Tress • higher education • Hilla Becher • IASDR • industry-oriented knowledge • innovative design research • intellectual challenge • interdisciplinarityinterdisciplinary knowledgeInternational Association of Societies of Design Researchknowledgeknowledge production • methods and principles • Mode 1Mode 2 • Mode 2 knowledge production • multifaceted social situations • multiple fields • multiple research fields • narrative case studies • Nigan Bayazit • non-disciplinary knowledge • orthodox disciplinary knowledge • Peter Downton • Praima Chayutsahakij • professional doctorate • reflexive knowledge • researchresearch students • research supervisors • review of literatureRichard Buchanansciences and humanities • set of specialist sub-fields • Sharon Poggenpohl • situated knowledge • sources of knowledge • Susan Roth • Swinburne University of Technology • tribes and territories • vocational foundations

CONTRIBUTOR

Simon Perkins
19 OCTOBER 2011

Don Norman on Engineering Design Education

"3Space Studios gestures at content areas and topics that are currently underrepresented in the education of today's engineers."

(iFoundry)

1

TAGS

3Space Studios • broad knowledge • cross-disciplinarydesign educationdesign education must changedesign knowledgedisciplinary specialisation • Don Norman • Donald Normanengineering • engineering design education • iFoundry • interdisciplinary knowledgeinterdisciplinary workingknowledge integration • narrow • pedagogy • real problems • T-shaped skills

CONTRIBUTOR

Simon Perkins
Sign-In

Sign-In to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.