![]() There is a danger that design methodology separates from and becomes irrelevant to design practice, a danger amplified by a move towards either design science or a full acceptance of the implications of a hermetical / rhiosomic interpretation of design methods. Design methodology is not often formally addressed in either the education of designers or by practicing designers. ![]() The development of this line of thinking has resulted in a series of workshops with undergraduate students in a number of different design disciplines over the past five years. This paper develops a position that offers an alternative to current methodological positions and discusses the relationship this has theoretically, practically and pragmatically with design education. While there are examples of the application of methodological theory directly in design education (Roberts 2005, Joost 2000, Kent 2005, Oxman 2005 also systems such as TRIZ) these approaches are aimed at the identifying or promotion of appropriate methodologies. ![]() Keywords design philosophy, design methods, provocation, design education, post-structuralism Introduction Design methodology is often regarded as an abstract area of research that is not always seen as directly applicable to design practice.
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