I'm beginning to think that perhaps the solution produces a quality of life
that is worst than the problem. Occassionally, some of us would send a
message intended for an individual to the list: now we seem to be sending
messages to individuals when they might be better sent to the list.
I have been following the discussion but haven't really had the time to
contribute to it. However, I didn't get Ellen's email to Dick (and lots of
others besides) so I'm not sure of the context of Dick's remarks.
Dick wrote:
>The relationship of theory, practice, and production is and remains
>profoundly puzzling at this point for our community, it seems. Perhaps
>this is because of the novelty of the combination.
The relationship between three terms that Dick undentifies has caused me
some puzzlement, I must confess. So, in my case, at least, Dick has hit the
button. However, I'm must say that I'm quite surprised by the level of
puzzlement that these terms seem to be generating, as I had come to the
conclusion that they are only really problematic in specific circumstances
which I kind of assumed were not that common in design.
>In any case, I believe that the great danger of doctoral education in
>design is that we will form our programs on the models of other fields,
>where theory and practice are sharply divided--and where there is no
>recognition of the problems of production or making. I call this
>approach "paleoteric"--the old learning. In contrast, the "neoteric"
>institutions and programs will find a much more interesting interplay of
>theory, practice and production. We need to get past the old division
>and separation of theory and practice. It belongs to another time.
I agree with the above and the caution about 'models from other fields'.
However, most of my experience as a PhD supervisor has been gained through
the supervision of students undertaking human-computer interface design
projects. Although designing, these students didn't really see themselves
as 'designers', seeing themselves rather as engineers or technologists. In
Computer Science, many PhDs can be described as problem-solving and the
discipline has no difficulty understanding what it means to undertake a
problem-solving PhD, or what it looks like.
In supervising design students I have found it quite easy to use my
experience of computer science PhDs as long as the design students'
projects lent themselves to being framed as problem-solving. In this
context, the realisation of a solution through production or making doesn't
seem to me to be that unusual. For example, computer science PhDs often
produce programmes and engineering PhDs often make machines. Production or
making is a normal part of both realising a solution and demonstrating (and
testing) that a solution has been found.
Nevertheless, I have supervised (and am supervising) some students whose
interests seem to resist being framed in terms of problem-solving.
Typically, these are artists or craft/studio designers, where
production/making is closely associated with their identities as individual
creators and where the quality/value of the objects they produce (as things
to be experienced) matters more than any know-how that they might
exemplify. In working with these students I have and continue to find the
relationship between theory (or knowledge) and production/making puzzling.
However, as noted above, I think of these as interesting and challenging
exceptions to the rule, rather than rule.
I guess that I'm trying to understand the underlying problem in the
discussion, much of which has been stimulated by students currently in the
throes of a PhD programme. So, I'm interested in how these students find
the relationship between theory, practice and production/making puzzling.
Steve
____________________________________________________________
Stephen AR Scrivener
Professor of Design
Coventry School of Art and Design
Coventry University
Priory Street
Coventry CV1 5FB
Tel1: +44-(0)24 7688 8536
Tel2: +44-(0)789-9743150 (mobile)
Fax: +44-(0)24 7688 8049
Email: [log in to unmask]
____________________________________________________________
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|