Design 1-

N/A

design

In the context of this book, innovation is about achieving desirable goals in domain-specific education. The various contributions to the second part of the book provide knowledge about how to achieve something worthwhile in a particular domain, and all do so in the form of design principles as a result from design research. Such principles are popular in design research and other approaches to innovate educational practice, but education and educational research would benefit from further reflection on what they are and how they are grounded in research and practice. My commentary therefore reflects on design principles in design research. For the various chapters, I analyze whether the design principles as formulated are values, criteria, predictions, advice, or heuristics. I argue that design research would benefit from more clarity of the nature of design principles, and what counts as empirical support. Moreover, I reflect on how design principles could be communicated in a succinct form so that they can inspire others to use them wisely in educational practice.

The article outlines three generations of design theories and methods based upon review of two volumes: Jean-Pierre Protzen and David J. Harris. The Universe of Design: Horst Rittel's Theories of Design and Planning. Routledge, 2010; and Non-Essential Knowledge for New Architecture (ed.) David L. Hays. 306090 Inc. 2013. Design paradigms outlined in the two volumes are based upon ways of thinking, linear and lateral, convergent and divergent. They are reected in methods developed to solve problems: algorithms, argumentation, and grounded speculations. The rst generation was based upon linear thinking and technical rationality; second generation acknowledged design as a wicked problem and used argumentation as a method; and the third generation advocates lateral thinking. ABSTRACT Design Paradigms and their Impact on Education The review article outlines evolving paradigms of design theories and methods based upon review of two volumes: Jean-Pierre Protzen and David J. Harris. The Universe of Design: Horst Rittel's Theories of Design and Planning. Routledge, 2010; and Non-Essential Knowledge for New Architecture (ed.) David L. Hays. 306090 Inc. 2013. The design paradigms are based upon ways of thinking, linear and lateral, convergent and divergent. They are reected in methods developed to solve problems: algorithms, argumentation, and grounded speculations. Academic discourse on the implications of design theories and methods on professional education is relatively recent given the long history of design practices and their professionalisation at the beginning of twentieth century. The scientic approach used post World War II for technological development shaped the rst generation of design methods originating in operations research and cybernetics. In following the model of technical rationality founded upon logical positivism, this paradigm ignored the long-standing apprentice model of design education centered on precedents, exemplars, and atelier learning from the master architect. The second generation of design methods repudiated scientic rationale based on causality and espoused the subjective nature of design. Argumentation and reection-inpractice were recognised as valid modes of design enquiry. The third generation builds on the insights of the previous generation and advocates lateral thinking and grounded speculations in design.

The Fairchild Books Dictionary of Fashion, 2022