Dear Lubomir and Eduardo,
Thank you for your responses on my question
about design education and the ego.
I use the term ‘ego’ rather loosely, almost
colloquially as a member clarified about it in an offline message. So I appreciate your responses as a first time poster, even though with a loose question.
My question to clarify further, arises with
an assumption that such an issue would be encountered by the academic faculty
on a regular basis, especially when multi disciplinary students work in groups,
and the question is if and when students carry a certain baggage because of
their disciplinary backgrounds and if this gets handled as a matter of pedagogy
especially in design education. Then with the same assumption, one could say that the issue would be handled in varying manners
by the teachers in various contexts, but is this particular as an issue for the
design academia, was what was hoping from the list. But again this is just my
assumption.
As if the employment of more participatory
processes that I again conveniently understand, as having resulted from a parallel
evolution of methods and technological product development, had no role in
brushing aside the discussion of the ego for these days. So are the differing
procedures employed by different design disciplines providing varying
disciplinary ‘baggage’? And if this is an issue encountered by the more
experienced faculty here, I was hoping to understand how this has been looked
at systematically and historically.
Then so far it comes across that the topic
of discussing the ego in design education is only relevant these days as either
relating to a Freudian model, or as Ayn Rand’s rendering of it as a conservative
intellectual value seventy years ago or still earlier from the times of
renaissance. So maybe it is a non-issue now, something that has been already
dealt with, either conveniently through the design of the technological
systems or rather has gotten distributed within the larger participatory technological networks.
Now I get back to my own research topic,
Thanks again for the responses,
Best,Karthik
--- On Tue, 3/19/13, Eduardo Corte-Real <[log in to unmask]> wrote:
From: Eduardo Corte-Real <[log in to unmask]>
Subject: Re: Design education and the ego
To: [log in to unmask]
Date: Tuesday, March 19, 2013, 4:30 PM
Hi Karthikeya,
Sorry for the late reply. Your post caught my eye and them I was too
busy. I just want to remind you that the first systematic History of
Design was an History of egos. Vasari's "Vite dei piu... is organised as
biographies. Fillippo Brunellechi's ego is particularly evident.
Best,
Eduardo,
Em 18-03-2013 11:27, karthik acharya escreveu:
> Hello everyone,
>
> I am a first time poster, so hopefully naivety is a non issue here. Having followed this list over the past recent years I would like to pose a question that has been with me for sometime now. Let me also make it clear that this is not my research focus but it rather surfaces from a personal reflection from an architectural/design centric education. The issue being, how has the issue of ego been tackled systematically with a historical perspective in design and design research education/practice/discipline? A search on google scholar with related key words, provides some leads but these were not entirely satisfactory to me, so I thought that maybe people on this list could provide further directions.
>
> Best,
> Karthikeya Acharya
>
> Doctoral Researcher
> Department of Design
> School of Art, Design
> and Architecture
> Aalto University
> Hämeentie 135 C
> 00560 HELSINKI
> +358458418901
>
>
>
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--
Eduardo Côrte-Real
Prof. Doctor
IADE, Lisboa
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