Dear Terence,
Thanks for your response.
Probably you were entirely unable to understand the meaning of my
statement: *"Design" as the sector (Academia > Exploration > Profession)
itself is Polymathic in its nature" *(which is not a 'CLAIM', but is an
'experience-based-projection').
So, please let me elaborate here: (1.) *'A**cademia** (the phase of
organized learning)'* *>* (2.)*'Exploration' (the phase of combining the
knowledge & skill-sets received from academia (Terence, I don't think to
this is intelligent to use the limiting brackets of
Pre-Graduation/ Undergraduation/ Graduation/ Post-Graduation - at this
stage) with the real-life/first hand exposures **>* (3.) *'Profession'
*(self-life
sustainability using available inputs gained from 'Academia+Explorations'
till the 'date & point-of-action'... which is forming and increasing the
level of EXPERIENCE gradually). So, now please let me sum it up: "I was
trying to talk about the Cognitive Thinking Process" [Which cannot be
gained through studying a single educational stream (like- 'Design
educational stream' here), that's why today different universities across
the globe is offering "multidisciplinary/interdisciplinary subjects").
(A.) So, dear Terence, when one writes/speaks about 'DESIGN', this is
already understood that this term includes: "psychology, social science,
management, economics, mathematics, physics, biology, engineering, computer
science...Engineering and German, Mathematics and Psychology etc..." one
may extend this list by adding few more additional subjects further! [But,
Except the GOD, no one may 'Graduated' individually in each of these 12
subjects. But, please calculate that each individual subject will require a
minimum period of 03 years to successfully complete its
university-course-curriculum (subjectwise individually) with qualitative
knowledge enrichment. So the minimum total time required to complete each
of the above classroom-based courses will require [for such
"hypothetical-person"] 36 years + {01 year for engineering, as it a 04
years program} = 37 years. Please also add 12 years of basic schooling
(compulsory for his first graduation entry). So, all together, s/he will be
required to invest:
05 years {Playgroup age of human being} + 12 years {Basic Compulsory
Schooling period} + [37 years {Graduation & Re-Graduation}] = 54 years
{Total age of the person at the end of 12th graduation}. Is it feasible to
spend '54 continuous years of an individual's human life' into a
University's Classroom? How do you consider such 54 year's person with
merely '06 years' remaining professional life (if consider the age of
superannuation= 60 years)?
(B.) So, I advocate a 'single graduation system' (which may be supplemented
through short-duration modules - on an, professionally as and when required
basis) as per my experiences.
*[However, I myself is holding 4 different graduation qualifications: in 1.
Crafts & Design, 2. Marketing Management, 3. Computer Applications, and 4.
Economics; as well, these day pursuing PhD in Cultural Studies (with a
concentration in indigenous Crafts & Design)].*
(C.) Dear Terence, Another important learning aspect, over which s/he had
to parallelly & essentially focus is: "learning 'humanist-qualities' - with
equal weight as of s/he puts in her/his academic 54 years upbringing (which
includes moral studies, his own family values, his socio-cultural aspects,
family management, religious beliefes etc).
I believe a moderate cognitive brain for Design could be prepared through
"(B.) + (C.) together" only; and path "(A.)" is non-suggestible.
Further, I am surprised, why you ignored to address the "central question"
- as inquired by Mr. Sukanta, which was primarily focused over: *"Module
system vs Semester system"*? I think his inquiry is valid and requires a
qualitative discussion!
*Best Regards,*
*Santosh Kumar Jha. *संतोष कुमार झा
*PhD Scholar(Crafts&Design). MBA. MA. MEPPG-IICD. UGC-NET*
*___ _ **___ _ **___ _ **___ _ **___ _ **___ _ **___ _ **___ _ **___ _ **___
_*
*Senior Faculty. School of Fashion Leather Accessories Design*
*Footwear Design & Development Institute. Government of India*
*(An Institute of National Importance, under FDDI Act '2017)*
On Thu, Mar 28, 2019 at 8:38 AM Krippendorff, Klaus <
[log in to unmask]> wrote:
> Dear Terry,
>
> Your conception of a polymath is interesting. I guess your definition
> applies to me. I have graduate degrees in design and communication
> sciences. I contributed to Cybernetics, information theory, and statistics.
> I am teaching a social science methodology and work on issues of social
> construction of reality.
>
> However, while I agree that it is helpful to be competent in a variety of
> areas, I recall your conception of a designer as someone who develops
> specifications for complex products. A recent book by Sloman and Fernbach
> has the subtitle (paraphrased:) we cannot think alone.
>
> To me it is far more important for designers to be superb listeners,
> applying ethnographies of unimagined possibilities, and have solid grounds
> to stand on (claiming neither outstanding aesthetic intuitions nor being a
> design thinker) when collaborating in multi-disciplinary teams. I my world,
> design is always a collaborative accomplishment.
>
> Klaus
>
> Sent from my iPhone
>
> > On Mar 27, 2019, at 8:40 PM, Terence Love <[log in to unmask]> wrote:
> >
> > Dear Santosh,
> >
> > Thank you for your message.
> >
> > You claimed that according to your experience '"Design" as the sector
> (academia > Exploration
> >> Profession) itself is Polymathic in its nature.'
> >
> > Perhaps I had better clarify that my use of the term polymath in my
> earlier post is to refer to someone who has higher than degree-level
> expertise across multiple disciplines.
> >
> > From this perspective, a polymath in design is someone who has at least
> degree-level expertise in an area of design, plus degree-level or above
> expertise in several other disciplines (e.g. psychology, social science,
> management, economics, mathematics, physics, biology, engineering, computer
> science....).
> >
> > Over the last 40 or so years, many professional disciplines have been
> increasingly heading in this direction both within degree-programs and the
> provision of joint degrees from different fields. This latter can be seen
> in double major degree such as Engineering and German, Mathematics and
> Psychology etc.
> >
> > I understand that to competently create designs, designers often need
> skills in different fields and this is touched on in design education
> programs.
> >
> > However, I'd suggest that how this is done currently is rarely at the
> standard of third-year degree-level knowledge or higher in the different
> fields that are needed.
> >
> > I'm sure there are some design programs that include final year and
> higher degree-level content from other disciplines. it would be good to
> know about them.
> >
> > Best wishes,
> > Terence
> >
> >
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