Hi Francois,
Thank you for your message.
There are two different scenarios that it is important not to mix:
1. The teaching of ' of 'mathematical analysis of operations: group theory, statistics, standardisation, scientific theories, mechanics: kinematic, dynamic and static in the manner implied in Ulm and in the UK which is teaching the engineering mathematics and science that engineering designers use to predict outcomes of engineering situations. This is what I was asking about Ulm
2. Very differently is developing useful mathematical heuristics and predicative optimisation algorithms for all aspects of design activity. For example, the ratio of information and legibility is a useful token heuristic for some documents. This is what I was talking about as a mathematical thinking for designers and is different to the above.
In addition, there are a simple bunch of maths concepts that can be used like lego blocks to build design thinking and model design solutions. For example, here are some simple maths tools/memes that can also be drawn visually:
1. Things stay the same
2. Things increase or decrease linearly
3. Things increase non-linearly
4. Things wobble
5. See saw (one goes up and another goes down)
6. Sameness (this is similar in some ways to that)
7 Equivalence (this is exactly the same as that in all aspects)
8. Do this to that is the same as do that to this
9. Do this to that is NOT the same as do that to this
10. This is a part of that which is a part of THAT
11. A part of this is a part of that
12. Some lego blocks can be combined and others not
13. This causes that but that doesn’t cause this
Etc.
How is your flower business going?
Warm regards,
terry
-----Original Message-----
From: PhD-Design - This list is for discussion of PhD studies and related research in <[log in to unmask]> On Behalf Of Francois Nsenga
Sent: Friday, 15 February 2019 9:54 PM
To: [log in to unmask]
Subject: Re: Ulm's science, maths and engineering curriculum
Dear Terry
I hope now you understand better why, a few years ago, on this list I literally 'harassed' you to explain - enlighten - to us why Maths were necessary to designers; and what kinds of Maths, and how these should be taught especially in 'design science' oriented schools.
I have never got satisfying answers from you, and now I understand why!
Your turn, you are insisting with similar question to Ursula and the list.
Hopefully we both will get answers, or at least a hints, from proponents at Ulm - or their immediate and indirect students?- of 'mathematical analysis of operations: group theory, statistics, standardisation, scientific theories, mechanics: kinematic, dynamic and static".
Thanks and best wishes,
François
On Fri, Feb 15, 2019 at 12:13 PM Terence Love <[log in to unmask]> wrote:
> Thank you Claudia (and Ursula) and all,
>
> To explain my interest in this aspect of Ulm needs a little background.
>
> From the 1960s to the 1980s, I was mentored in design and design
> research by a friend John Woollatt.
> John was a very experienced industrial/engineering designer who
> studied design research at the very first MSc in Design Methods taught
> by John Chris Jones at UMIST in Manchester in the 1960s, and was one
> of the early members of the DRS. Others on this list including Nigel
> will know him, some may also have been John's mentees.
>
> Around 1970, John became an academic, teaching at Newcastle
> Polytechnic Department of Design which morphed into the famous
> Northumbria University design school that had amongst its students Sir
> Jonathan Ive (Apple) and Tim Brown (IDEO).
>
> John's academic role was to teach the engineering and science aspects
> of
> design: what at Ulm were listed as 'mathematical analysis of operations:
> group theory, statistics, standardisation, scientific theories, mechanics:
> kinematic, dynamic and static". This was to enable student designers
> to start to be able to design the whole of a product, rather than just
> its exterior. For example, in designing say a power tool or lawn
> mower, previously the only role of the designer was as a stylist
> designing the external appearance, with engineers designing all the
> functionality and manufacturing. This Ulm like inclusion of science,
> engineering and maths was a move to 'whole design' and away from product styling.
>
> In conversations over many years, John described the difficulties of
> teaching design students at Northumbria the necessary science,
> engineering and maths without them having sufficient backgrounds in
> these areas. He said he was having to reduce the academic standard of
> teaching of 'mathematical analysis of operations: group theory,
> statistics, standardisation, scientific theories, mechanics:
> kinematic, dynamic and static" to a level not much above primary school.
>
> John saw this as a major failing in design education because high
> level skills in 'mathematical analysis of operations: group theory,
> statistics, standardisation, scientific theories, mechanics:
> kinematic, dynamic and static' at the level where mathematical
> theories become embodied provides students with a much more accurate
> intuitive ability compared to traditional awareness and perception of
> objects. This is evident because it is possible to compare student's
> skills with students from engineering design schools that teach designers this knowledge and skills.
>
> In discussions with others over the years, it appears many other
> design schools have faced the same problem and many have resolved it
> simply by dropping any attempt to teach students the science,
> mathematics and engineering aspects of product design as being too difficult.
>
> My interest, therefore, following Ursula's information about Ulm is
> whether it is possible to answer the question 'Did Ulm managed to
> address this problem and teach as 'mathematical analysis of
> operations: group theory, statistics, standardisation, scientific theories, mechanics:
> kinematic, dynamic and static at the level expected of science, maths
> and engineering graduates'. And, if so, how and what were the results? '
>
> If Ulm did manage this, it has relevance for design education in
> many design schools.
>
> Best wishes,
> Terry
>
>
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