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Dear Terry, Well, true enough. As I said, it depends on how you parse the phrase -- and on how you interpret design. I tend to interpret design in a the broad, Herbert Simon tradition, but I did read the query in terms of Gulden's question in the narrower sense. Of course, Buckminster Fuller is hardly narrow, but I was focusing on the locus of inquiry as I understood it. FYI, kunsthandverk also means "hand craft," or -- more precisely "art hand work." Anyhow, thanks for this reply. I understand it, and I can't say I disagree. The interesting aspect of Gulden's query is that one can quite reasonably answer as you have done here, as David did, and as I did, despite the somewhat fuzzy zones where the answers do and do not overlap and the equally fuzzy zones where they diverge. Warm wishes on a chilly autumn evening in Dunedin, New Zealand. Ken On Sun, 19 Apr 2009 08:46:15 +0800, Terence Love <[log in to unmask]> wrote: >Hi Ken, > >The reality is that most design education exists outside design programs >called Design. Most design (even the 'Art and Design' version of design) >isn't called 'Design' unless you want to insist on a primarily >western-centric (read 'english-centric') picture of commercial art. For >example the Finnish word for Design - my understanding is it translates as >'hand craft', i.e. making rather than design. > >One way of viewing design education is to see it in terms of the learning >necessary to improve an individual's design activity. The term Design is >used in a wide variety of disciplines and people are taught how to design >(regardless of what it is called). 'Design education' has a long tradition >outside the units and courses specifically labeled 'Design'. This point can >be developed in many ways, including the reality that many designers have >and still do gain their design education by a wide range of approaches >including autodidactically. Education programs called 'Design Program' are a >relatively small part of designers education, and a relatively ineffective >part of design education according to several graduate destination studies >I've seen. > >Gulden asked about 'the history of sustainable design education' - for me >this is an aspect of the history of the education that designers have >gained to develop their design knowledge and skills. The underlying logic >is' if there is design being done' then somehow and in some way the designer >learned (educated themselves or was educated by others) to do that and hence >some form of design education happened. > >This gives a much more complete context to answer Gulden's question about >the history of sustainability in design education. It enables the >possibility of answering Gulden's question by taking some of the bias and >overemphasis off those individuals and academic groups that were better at >public promotion in this increasingly fashionable 'sustainability' space. It >offers some insights into the depth of the understanding and design activity >in relation to sustainability that has existed since perhaps design first >was undertaken by humans. It also gives an opportunity for some humility to >reconsider the widely held simplistic assumption that the period from the >industrial revolution to the present was absent of sustainable thinking and >that we are now heros for inventing sustainability and saving the world. > >Best wishes, >Terry >____________________ > >Dr. Terence Love, FRDS, AMIMechE, PMACM > >Director Design-focused Research Group, Design Out Crime Research Group >Researcher, Digital Ecosystems and Business Intelligence Institute >Associate, Planning and Transport Research Centre >Curtin University, PO Box U1987, Perth, Western Australia 6845 >Mob: 0434 975 848, Fax +61(0)8 9305 7629, [log in to unmask] >Visiting Professor, Member of Scientific Council >UNIDCOM/ IADE, Lisbon, Portugal >Honorary Fellow, Institute of Entrepreneurship and Enterprise Development >Management School, Lancaster University, Lancaster, UK >____________________ >