A response to David Sless who asked:
On Sun, Mar 1, 2020 at 8:42 PM David Sless <[log in to unmask]> wrote:
> Hi Don
> Given the recent discussion on this list about boundaries, what boundaries
> do you envisage in the quest for reimagining Design Education?
> For example: there is a long history of Design Education, most of which is
> not called by that name. Within that history there are examples of good
> educational practices, leading to exceptional outcomes, some of which are
> no longer taught. So, how far back will you explore? What constraints on
> subject matter will you impose.
We will be assembling a team of designers and design educators from around
the world. Phase one has 10 people (plus the two organizers, Karel
Vredenburg from IBM and me and two observers from the World Design
Organization). Phase two will have perhaps 100 people, with the first
group helping devise a procedure for finding them. (I will propose that we
have a call for volunteers -- but it is up to the group to decide.)
The third phase probably will have even more people participate in
constructing sample curricula.
So, David, we have no boundaries except for an emphasis on design education
for the 21st century. Practices that the group deems as successful and
still needed will obviously be recommended. Practices that the group deems
as successful but no longer of value will not be recommended. Practices
that the groups think are valuable for some programs but not now being
taught will be recommended for those who need it. We foresee a structured
set of recommendations so that all programs can select whatever components
are most relevant to their interests, capabilities, and needs of the
students.
I also want to state strongly that no single person will determine the
results. This has to be a joint effort, it has to be welcomed by the major
design schools across the world, and it has to pass through accreditation
committees.
Don
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