Title of paper – Learning by Design DOCX

Title	Title of paper – Learning by Design
Author	Kirti Bhonsle
Pages	10
File Size	5.4 MB
File Type	DOCX
Total Downloads	186
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Title of paper – Learning by Design Authors- Prof.Rahul Deshpande: Prof.Kirti Bhonsle: Prof.Harshal Ganorkar. Faculties in Fourth year Design Studio, Institute of Design Education and Architecture Studies, IDEAS, Nagpur. 1] Introduction – Design pedagogy? Teaching designers! Is there such a thing as design pedagogy: some strategy, technique or content that might be carried or common across the design fields? What do designers need to know about design, about the practices, research methods, histories and theoretical or philosophical underpinnings of their fields? Can design be reduced to a technique of thought – design thinking – and can that be exported to and applied in other fields? Design isn't just for designers anymore. Cultural critics, sociologists, anthropologists, historians and historians of media, art and literature, philosophers of technology all have an increasing interest in teaching design. To the extent that scientific research is meant to be or become applied science, it pertains to and partakes of the problems and strategies of design. Who teaches design? When, where, how, and most importantly why? If we live in a culture created by design, if the primarily elements structuring everyday life are created by design, how can educators adapt classes and curricula to this kind of culture? Design is much more than merely understanding the affordances and capabilities of new media. In order to understand technological innovation (be it the design of a mousetrap or a piece of educational computer software), it is crucial to understand the process of design. Design is not simply a one-to-one mapping of scientific knowledge or theoretical frameworks onto a problem. Design is a complex, non-linear, ill-structured, and yet generative, creative process requiring the understanding and implementation of a range of skills and knowledge domains to construct artifacts for human purposes. 2] Design theories – The oldest known written source on architecture are Vitruvius' Ten Books on Architecture from the first century BC. Ever since (and very likely long before) architects have been documenting their ideas about architecture. Such documents often record a normative stance (Rowe 1987), indicating what architects should do rather than what they are actually doing. Rigorous scientific investigations in design theory are much more recent, having their origin in the 1950'ies. They are based on systems theory which evolved out of a need to deal with novel complex problems (the most dramatic of which was NASA's space program) for which tried and tested existing methods were inadequate (Jones 1980). In general, the field was called design methodology. Throughout its years of development, the understanding of design problems and design process has been revised considerably (Cross 1984 provides a good reading). It is fair to claim that our current understanding of design is still incomplete. Researchers are struggling between two quite different paradigms of design: design as rational problem solving versus design as reflective practice. Put very concisely, design as rational problem solving poses problem decomposition, design as search, solving (sub) problems, and integrating partial solutions to whole solutions. So, if possible, quantifiable methods are preferred compared to qualitative methods. Design as reflective practice on the other hand, proposes that the architect continuously decomposes the problem, but each time different as the need occurs (naming), on this basis sets up a (sub)-design problem (framing), creates a partial solution (moving), and checks whether the result is moving in the right direction (evaluating). Rational problem solving has a sound theoretical background, but does not sound familiar to an architect; whereas reflective 1...