Some considerations from Alan Murdock's post:
Alan Murdock writes :
<Each thing ultimately relies on relationships to other things. Where this
resonates with me on the level of design is the fact that it is in the fact
of the interaction of the layers that design exists. Strip off too many
layers and design vanishes into thin air......Ken Friedman points to this in
a paper on design education in which he identifies that design is not the
product, but the process of designing - the interaction between engineers,
visual thinkers, materials, and so forth.
>
My thoughts on this:
I just completed a PhD thesis where I stressed that the underlying values
that shape knowledge construction are multiple and complex, as in design
knowledge. Design is changing and how, why and what we do is changing as
well. I would suggest that design might be considered as a complex situated
experience in the phenomenological sense, involving many different players,
each with their singular stake in the process.Design exists in processes,
not in absolutes.
I also discovered, in studying students in an interior design class, that
what we must do as design teachers reaches far beyond the confines of
"design teaching". Alan Murdock alludes to this as well....the exchanges and
conversations that teachers and students have create both intellectual and
pragmatic settings that help train the student very differently than
technical skills alone can do. My most exciting conversations with students
happen when we talk about global issues, how what they think matters, and
how their thinking must and can be challenged. To see possibilities, to
dream, to create and to design, in the broader, more intellectual sense,
while always understanding that it is also our goal to help students see how
these thoughts must then transfer into the reality and tangibility of built
space or produced object.
Tiiu Poldma
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