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Articulating Design Education
Abstract
Design as an activity may be conceptualized analytically by saying that it consists, first and foremost, in the ability to create visual images of new structures and products; secondly, in the ability to produce such images in a way that will balance the economic demands of clients with the cultural demands of society; and finally, in the ability to use and control various ICTs for the production of visualizations. At the core of design activity is the phenomenon of creativity, the most mysterious and problematic feature of design, because it is thought to emanate from the imagination in a way that precludes and defies rational choice and control. J. P. Guilford’s concept of divergent thinking helps to explain creativity, as does Donald Schön’s concept of reflection-in-action, contrasted to Herbert Simon’s argument that design thinking is primarily problem solving, but ultimately, creativity and imagination appear to be elusive and uncanny concepts. Aristotle’s insistence on the formally teleological nature of making suggests that there may be a difference between art, or pure creativity, and design, or technical creativity, with its emphasis on utility. Creativity has always been required of designers, but in today’s world cultural awareness is also needed, in order to comply with communitarian ethics, with its emphasis on co-operation and consensus building, directed mainly toward environmental sustainability. Finally, expertise in the use of ICTS is now being universally advocated for all designers.
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