This report follows from the New Contexts/New Practices conference hosted by North Carolina State University, October 8 – 10, 2010, and was printed in Design Observer in conjunction with five other reports.
A vital next step in design education centers on taking seriously the notion of systems and systems thinking, which are inherently transdisciplinary, holistic and focused on the interrelationships and patterns of things, not on fixed and isolated parts of a larger process. This means embracing dynamism and emergent possibility as core to design methodologies as well as to design education. What does this mean with respect to curricula, pedagogy, assessment and teaching spaces? And how does this shift affect the designers identity? Continue Reading →