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A statement from paul klee comes to mind, referring to several levels of this discussion: "We construct and keep on constructing, yet intuition is still a good thing." Statement of 1928, as quoted in Abstract Art (1990) by Anna Moszynska, p. 100 /Lars ......................................................................... LARS ALBINSSON +46 (0) 70 592 70 45 [log in to unmask] AFFILIATIONS: MAESTRO MANAGEMENT AB CALISTOGA SPRINGS RESEARCH INSTITUTE UNIVERSITY OF BORÅS LINKÖPING UNIVERSITY ......................................................................... 7 okt 2011 kl. 20:20 skrev Karen <[log in to unmask]>: > Dear all, > > I think this is great provocative topic that probably will tear hairs > of those who insist that the conventional be still acceptable. Since > Steve Job's passing on the 5th, there are many discussions on his life > and his work. I read Steve Jobs bio, though I have not completed > eveything as yet; I am now even more convinced that education doesn't > really breed the kind of creativity and the innovation qualities that > are needed to design objects of real desire. > > It needs a keen sense of eye for issues around us in an original way > whereby education cannot teach. The rigid culture of ego has got to be > taken off. Looking around those top achievers, whom many do not come > from top colleges. In fact those who tend to graduate from top schools > tend to end up as teaching in schools, which makes you wonder why? It > doesn't only exist in design schools. It seems to be happening across > the board. > > There are many other issues pertaining to why those who don't attend > the listed schools are able to invent products or services. I think > it boils down to a character set which I believe plays a huge part of > the innovative spirit; and a lot of that it comes from life > experiences --- usually the drastic type and the disadvantaged kinds > --- that forces one to start to ask serious and hard questions on why, > how and what to do to change their lives for the better. This forces > one to really observe what is around to make it happen.Edison didn't > know what a light bulb was when he invented one. People don't need to > be told how a bulb works; or a needle works or a computer works by > seeing a precedence. But I believe the desire to improve lives from > one that is hugely deprived of one makes the first cut. This is often > followed by a keen diligence to learn and to synergise through action > together with a sharp eye to see solutions. These are not part of > education though it can be act as an avenue to allow students to see > initial possibilities. Though I must agree that education is vital to > give skills, overdoing it at times, may restrict the minds to expand > in a free bound way. Teaching is a culture. At times, teaching can set > the minds into a particular culture set which in a way dulls the mind > if not done correctly. I have come to see how people could twist and > turn and pick what to learn in a 'free form' way. And it is precious > for original innovation. > > Steve Jobs is a fine example. He had no design education. Neither did > he completed his own tertiary education. But he had the guts to change > the world that we live. And the way we use the computers, and even > live our lives. Thats more than a PhD, wouldn't it? And by that, it is > good signal to alter our minds to that effect. > > Well I am late for slumber again. Always been for the last decade. 6 > hours to wake up time and off to work! > > Best, > Karen Fu > >> On 7 Oct 2011, at 12:54, ALISON BARNES wrote: >> >> I guess to >> change design education in this way will take a generation or two, and for >> me, there is still a balance to be achieved with, as Don says, not losing >> the 'artistic' side of design in a drive to become engineers. >>