Hello,
In the context of the Good Designer = Good Design
Teacher discussion, I thought I'd mention a recent
paper that I think is quit relevant and informative.
It's
Designing and learning: a disjunction in contexts
by L L Bucciarelli, School of Engineering, MIT,
in Design Studies, Vol 24, no 3, may 2003,
pp 295--311.
I expect that many of you already know this paper,
but for those who haven't seen it, here is the
abstract:
Two ideologies about engineering, one claimed the
habit of engineering design practitioners, the
other that of engineering educators, are advanced.
The two are incompatible. The disjunction is
elaborated in terms of two distinct postulates
and their consequences. A remedy for educators
is recommended and the experiences of the author
in attempting to change the context of learning
to better accord with engineering practice are
described.
The two postulates are, and these, I think, are very
nice:
1) Engineering design
Engineering design is a social process requiring
the participation of different individuals having
different competencies, responsibilities, and
technical interests. Each participant sees the
object of design differently, in accord with the
paradigmatic core of their discipline, and their
position of responsibility.
2) Engineering education
Engineering is an instrumental process requiring
the application of established, rational scientific
theory in the development of new products and
systems for the benefit of humankind. Different
engineering disciplines rest upon different
paradigmatic sciences.
Best regards,
Tim Smithers
Donostia / San Sebastián
|