The design critique and the moral goods of studio pedagogy

McDonald, Jason K.; Michela, Esther

doi:10.1016/j.destud.2019.02.001

Cited by 18 publications

(18 citation statements)

References 40 publications

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“…Our analyses of all interviews included the following steps. (What we describe below with respect to analysis is very similar to what has been enumerated in other qualitative reports of this type, e.g., McDonald & Michela, 2019;.…”

Section: Discussionsupporting

confidence: 65%

Moral Complexities of Student Question-Asking in Classroom Practice

Yanchar

Gong

2020

P&P

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Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory (i.e., a seminar focused on theory and philosophy of design, emphasizing the work of design scholars such as Simon, Cross, Krippendorff, and Lawson). The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice.

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Section: Discussionsupporting

confidence: 65%

Moral Complexities of Student Question-Asking in Classroom Practice

Yanchar

Gong

2020

P&P

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“…They explain that designers' beliefs, experiences and faculties of judgment, in addition to cognitive knowledge and processes, are critical to designing and that "becoming a designer … means maturing as a whole person within larger webs of lifenatural, social, and cultural … listening to the inner guidance of the seed of character pushing for full expression in a well-lived life" (p. 215). This perspective is by no means ubiquitous, or even widespread, in design education, where even discussions of future trends are notably focused on cognition and skills (Baynes, 2010;Davis;2017;Ockman & Williamson, 2012;Salama & Wilkinson, 2007), although it does appear (McClean & Hourigan, 2015;McDonald &. Michela, 2019).…”

Section: Education For Design Charactermentioning

confidence: 99%

Educating for design character in higher education: Challenges in studio pedagogy

Boling¹,

Gray²,

Smith³

2020

Proceedings of DRS

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Some particular challenges in studio pedagogy arise from teaching for design character versus focusing solely on skills, knowledge or the cognitive processes of our students. In this paper, three authors with extensive combined experience in studio learning, teaching, and scholarship address these challenges via reflection on our own experiences of research and teaching and in-depth discussion with each other. We adopt a co/autoethnographic approach (Coia & Taylor, 2009), identifying a range of challenges we have faced ourselves across three established and emergent design disciplines. These challenges are grouped in relationship to students, to curriculum, to our colleagues, and to ourselves. In our experience these challenges affect instructors differently than-and in addition to-those presented by traditional studio, and we present opportunities to build on these articulated challenges to further studio pedagogy.

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“…Lecturers, students, and collaborators establish a process of co-design ecosystem (Dorta et al 2016). In the teaching activity, teachers need to pursue moral development for students, stakeholders and themselves (McDonald and Michela 2019). ID teaching in China needs to focus on the structure and organization of the core curriculum, and build an open and creative studio environment.…”

Section: Reflectionmentioning

confidence: 99%

Comparative study of industrial design undergraduate education in China and USA

Huang

Ball

Wang

2020

Int J Technol Des Educ

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Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China's ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education, (2) ranking, evaluation, and certification of ID schools and programs, (3) curriculum, credits, course features, and yearly schedules of schools, (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other.

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The design critique and the moral goods of studio pedagogy

Cited by 18 publications

References 40 publications

Moral Complexities of Student Question-Asking in Classroom Practice

Moral Complexities of Student Question-Asking in Classroom Practice

Educating for design character in higher education: Challenges in studio pedagogy

Comparative study of industrial design undergraduate education in China and USA

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