Evolution of the mind

Pacione, Chris

doi:10.1145/1699775.1699777

Cited by 25 publications

(14 citation statements)

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“…Being design literate in the context of critical innovation means to be aware of both the positive and negative impacts of design on people and the planet, approaching real-world problems as complex, voicing change through design processes, and judging the viability of any design ideas in terms of how they support a transition towards more sustainable ways of living (Lutnaes, 2019(Lutnaes, , p. 1303. This definition corroborates Pacione (2010) in terms of the ability to voice change through design processes. However, when Pacione's (2010) In this paper, the four narratives are explored as a methodological framework to discuss design literacy, with the new national curriculum as a real-world example.…”

Section: Methodssupporting

confidence: 67%

“…This definition corroborates Pacione (2010) in terms of the ability to voice change through design processes. However, when Pacione's (2010) In this paper, the four narratives are explored as a methodological framework to discuss design literacy, with the new national curriculum as a real-world example. Before analysing the curriculum, I will provide details on how the narratives were derived from the literature.…”

Section: Methodssupporting

confidence: 67%

“…In 2010, Pacione raised the question of what it means to be design literate as opposed to being a design professional. Pacione (2010) put forward the basic skills of inquiry, evaluation, ideation, sketching, and prototyping. In my paper Framing the Concept Design Literacy for a General Public (Lutnaes, 2019), I asked the same question but in the context of critical innovation.…”

Section: Methodsmentioning

confidence: 99%

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Empowering Responsible Design Literacy: Identifying Narratives in a New Curriculum

Lutnæs

2020

RChD: creac. pensam. (En línea)

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Products of human creativity have altered nature to such an extent that a new geological epoch was proposed, the Anthropocene, wherein we keep failing together. Integrating design in any curriculum fuels change by exploring and questioning existing knowledge and situations. A pressing global situation requires a fundamental redirection of the purpose of design and of design education to advance socioecological sustainability. This paper reviews the competence goals of the new Norwegian national curriculum in the subject Art and Crafts for primary and lower secondary education (Years 1–10) through a framework consisting of four narratives on cultivating responsible design literacy. The narratives that support the reflective practices within a studio are widely represented in the competence goals, whereas the narratives that shift the focus to the society outside the studios and might encourage projects that challenge pupils to fundamentally rethink human needs and desires are scarcely represented. The four narratives break the concept of design literacy into tangible pillars that show how to advance socioecological responsibility, navigate the complexity and ethical concerns of human living, and advance design responses that care for both people and the planet.

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Section: Methodssupporting

confidence: 67%

Section: Methodssupporting

confidence: 67%

Section: Methodsmentioning

confidence: 99%

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Empowering Responsible Design Literacy: Identifying Narratives in a New Curriculum

Lutnæs

2020

RChD: creac. pensam. (En línea)

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“…I denne artikkelen er narrativene skrevet frem på norsk og det fjerde kriteriet er tatt bort. Søket i juni 2020 gir treff på 17 artikler med design literacy/ies som del av tittelen (Brodshaug & Reitan, 2019;Braenne, 2018;Christensen et al, 2016Christensen et al, , 2018De Eyto, 2014;Formosa & Kroeter, 2002;Green, 2014;Lerner, 2018;Lutnaes, 2019a;Maus, 2019aMaus, , 2019bMelles & Paixao-Barradas, 2019;Nielsen & Braenne, 2013;Pacione, 2010;Poggenpohl, 2008;Rahimi & Kim, 2019;Simpson & Bhamjee, 2019). Av disse er det sju artikler som imøtekommer utvalgskriteriene 2 og 3.…”

Section: En Litteraturstudie Av Design Literacy -Narrativ I En Akademisk Diskursunclassified

Kritisk design literacy i grunnskolen

Lutnæs

2021

FormAkademisk

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Menneskene har med sine kreative krefter erstattet natur med kultur i et slikt omfang at en ny geologisk epoke er foreslått, antropocen. Design som disiplin bærer i seg en transformativ agenda – alltid på vei mot noe nytt. Vil utvikling av grunnskoleelevenes designkompetanse bare øke belastningen på naturen? Her er det avgjørende hvilke roller elevene tilbys gjennom utdanning, samt hvordan design forstås og praktiseres. I denne litteraturstudien settes omstilling mot et mer bærekraftig samfunn som premiss når akademiske tekster granskes. Fire narrativ peker seg ut og danner utgangspunkt for en definisjon der målet for designkompetanse på grunnskolenivå er den kritiske og skapende borger som kan nærme seg problemer som komplekse, fremme endring gjennom egne designprosesser og møte designløsninger med spørsmål om hvordan de støtter opp under bærekraftige praksiser.

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“…This distinction raises the possibility of teaching design to laypeople. In the same vein, Pacione (2010) distinguished between being 'design literate' -with basic skills in inquiry, evaluation, ideation, sketching and prototyping to deal with the challenges of a global economy -and being an 'expert' or a 'professional' in design, with mastery of the more specialised forms of knowledge required of a graphic or industrial designer.…”

Section: Introductionmentioning

confidence: 99%

Design Literacy in Chilean Curricula

Bravo,

Bohemia,

Saval

2024

FormAkademisk

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The Chilean school curriculum shares with the design literacy approach the goal of forming responsible citizens committed to caring for the environment. Given that design is included as obligatory content of the visual arts and technology subjects in the first 10 years of compulsory education, we wonder if the learning objectives of visual arts and technology support the development of design literacy abilities, as outlined by Lutnæs and Cross. To address this question, we coded 119 learning objectives in alignment with Lutnæs’s and Cross’s design literacy abilities. Then, we generated heatmaps to undertake a visual analysis of the alignment between the learning objectives and design literacy categories. As a result, we found a strong convergence between the Cross and Lutnæs categories and technology learning objectives, especially in lower secondary level education. In the visual arts, design was focused on aesthetics, and connections with design literacy narratives were scarce. We propose that adopting the analytical instrument (coding table) as a standardised tool will encourage comparable studies of how well design literacy is incorporated into other national curricula.

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Evolution of the mind

Cited by 25 publications

References 0 publications

Empowering Responsible Design Literacy: Identifying Narratives in a New Curriculum

Empowering Responsible Design Literacy: Identifying Narratives in a New Curriculum

Kritisk design literacy i grunnskolen

Design Literacy in Chilean Curricula

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