Hi Kai
Given my original comment there - I was suggesting a pathway for research
that would be of benefit to those of us with a teaching practice
orientation, as a way of driving this debate forward. I do think it would be
of use to know more about the processes of judgment and assessment that we
use; they are trainable skills, but I for one need to know more about how to
do so. I'm not aware of such work myself, but I'm certainly no neuropsych
expert!
Vinod Goel looked at design sketching (Sketches of Thought, MIT Press 1995)
from a neuropsych perspective, but I have yet to reach this one in my
to-read pile.
http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=7587
I'm concerned, btw, that it seems to not be explicitly understood around
here that the various arts, as practiced at more aware levels of experience,
are modes of enquiry into sensation and its effects. Or perhaps people here
take that for granted... I see architecture as one model for how a creative
practice can turn on a mix of art and design issues for perfectly valid
reasons. I see games, as a branch of interaction design, functioning in a
similar fashion. I look to architectural modes of teaching for my own
practice inspiration here at Qantm, for example.
I'm also concerned how much the debates turn on vocabulary, rather than
substance. That was the point of my Capital Letters comment earlier.
"Capitalisation to Create the Big Idea" is a move used by some, such as the
New Philosophers (Bernard-Henri Levy etc), to create the Idea from minimal
substance - one which enabled Deleuze to see through them from the start...
Will we be sideswiped by such vocabulary forever?
Cheers,
Adam
<snip>
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Adam Parker
Senior Lecturer (Melbourne)
Qantm College Pty Ltd (Brisbane, Sydney, Melbourne)
235 Normanby Road
South Melbourne VIC 3205
Email: [log in to unmask]
Web: http://melbourne.qantm.com
CRICOS Numbers: 02689A (QLD), 02852F (NSW), 02837E (VIC)
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