Now we see a really interesting discussion rolling on. I would like to
thank you for sharing your ideas.
I explore similar questions myself and want to understand the latest
tendencies. What I see is a heavy utilization of pedagogical theories and
exposure to traditions from teacher education. My perception is that in the
last decade, several areas borrow philosophical frameworks and methods from
teacher educations and introduce them in their fields, after which they
promote them as a standard for higher education. In this respect I have in
mind English/philology areas and Women's Studies, to mention just a few.
I am curious whether this trend had taken place in Medical schools. This
will be indicative where we are going. I always rely on the benchmarking
approach. Medical schools might be on the front end of professional
education. Besides, they study design, in the sense of current
interpretations on this list. Doctors are more or less designers, although
their commissions are always in the areas of "modernization,"
"reconstruction," "retrofitting," "operations improvement," and the like.
In regard to knowledge creation, dissemination, utilization, and transfer,
the issues can be approached in several ways. I mentioned a few years ago
that these issues can be explored or construed around the nature of
technical disciplines. The types of knowledge utilized in design and the
nature of design as knowledge integration/utilization in the framework of
problem-solving processes might become a basis for discussing design
learning and design curricula in an alternative perspective in comparison
to the dominant perspectives at this time.
Just a few thoughts.
With expectation to hear many interesting things,
Lubomir Popov
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