Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
DESIGN STUDENTS AT THE CROSSROADS OFADAPTION AND SELF-WILL
Albrecht, Julia; Richter, Christoph; Ruhl, Elisa; Allert, Heidrun
Type:
Year:
2015
Editor:
Guy Bingham, Darren Southee, John McCardle, Ahmed Kovacevic, Erik Bohemia, Brian Parkinson
Author:
Series:
E&PDE
Institution:
Department of Media Education, Kiel University, Germany
Section:
Design Teaching Methods
Page(s):
393-398
ISBN:
978-1-904670-62-9
Abstract:
One challenge in design education is that design students should develop a deliberate personal stance.
Recent discussions on design education appear to be focused either on the provision and adaption of
methods and toolboxes or on issues of apprenticeship. In this paper we argue that theses perspectives
entail rather simplistic ideas of the designer´s agency. We therefore outline a third perspective that
highlights the transformative nature of practice in educational settings and provide a relational concept
of style as a dynamic expression of a personal stance. Educational situations are not confined by the
interactions between the student and the teacher but inevitably also mirror the articulated or presumed
expectations of other actors, be it users, clients, fellow students, future employees, and other
stakeholders. As a consequence the student has to find a way to cope with the polyphony of
expectations and act on multiple playgrounds simultaneously. To illustrate how the quest for style
might materialize in an educational setting, we present examples from a field study. Based on these
examples we discuss implications for design education.
Recent discussions on design education appear to be focused either on the provision and adaption of
methods and toolboxes or on issues of apprenticeship. In this paper we argue that theses perspectives
entail rather simplistic ideas of the designer´s agency. We therefore outline a third perspective that
highlights the transformative nature of practice in educational settings and provide a relational concept
of style as a dynamic expression of a personal stance. Educational situations are not confined by the
interactions between the student and the teacher but inevitably also mirror the articulated or presumed
expectations of other actors, be it users, clients, fellow students, future employees, and other
stakeholders. As a consequence the student has to find a way to cope with the polyphony of
expectations and act on multiple playgrounds simultaneously. To illustrate how the quest for style
might materialize in an educational setting, we present examples from a field study. Based on these
examples we discuss implications for design education.
Keywords:
