Theaters for Design Thinking

Inns, Tom

doi:10.1111/drev.10240

Cited by 11 publications

(8 citation statements)

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“…; Cross ; Design Council ; Giaccardi ; Han ; Hiltén‐Cavalius 2012; Hobday et al . , ; Imbesi ; Inns ; King et al . ; McAra‐McWilliam , ; Manzini ; Murphy & Baldwin ; Myerson ; Tham & Jones ; Wood , 2010b; Wrigley & Bucolo…”

Section: Emerging Changes In Design Practicesunclassified

“…; Giaccardi ; Hobday et al . ; Han ; Imbesi , ; INDI ; Inns ; Lawson & Dorst ; McAra‐McWilliam ; Manzini ; Mendoza & Matyók ; Michlewski ; Murphy & Baldwin ; Myerson ; Rusk ; Teixeira ; Tham & Jones ; Wood , ; Wrigley & Bucolo…”

Section: Amplified Mindset Of Designunclassified

“…Interpersonal skills as part of the designers’ culture (Michlewski ) are also referred to in literature (Han ; Inns ; Wood ), with a particular focus on the mediation and facilitation of processes and relations, and the creation of shared motivation and cultural alignment between stakeholders. Moreover, the subjectivity of social skills asks for a more intuitive and emotional reasoning to complement the dominant intellectual and objective reasoning in design processes (Dorst ; Hobday et al .…”

Section: Amplified Mindset Of Designmentioning

confidence: 99%

“…Interpersonal skills as part of the designers' culture (Michlewski 2015) are also referred to in literature (Han 2009;Inns 2013;Wood 2010a), with a particular focus on the mediation and facilitation of processes 1998;Burns et al 2006;Cross 2011;DeKay 2011;Fleming 2013;Friedman et al 2014;Giaccardi 2005;Hobday et al 2012;Han 2009;Imbesi 2011Imbesi , 2012INDI 2015;Inns 2013;Lawson & Dorst 2009;McAra-McWilliam 2008;Manzini 2015;Mendoza & Maty ok 2013;Michlewski 2015;Murphy & Baldwin 2012;Myerson 2010;Rusk 2011;Teixeira 2013;Tham & Jones 2008;Wood 2007Wood , 2010a and relations, and the creation of shared motivation and cultural alignment between stakeholders. Moreover, the subjectivity of social skills asks for a more intuitive and emotional reasoning to complement the dominant intellectual and objective reasoning in design processes (Dorst 2011;Hobday et al 2012;Wood 2010).…”

Section: Amplified Mindset Of Designmentioning

confidence: 99%

“…This element refers to the strategic use of two‐dimensional and three‐dimensional visualisation techniques to foster dialogue and insight. In particular it refers to the visualisation of the intangible (for example experiences, cultures and complex social systems) to improve processes of shaping thoughts and relationships (see, for example, Abbs ; Findeli ; Inns ; Lawson & Dorst ; Manzini ). Through the creation of visual‐sense designers bring new forms of understanding, discovery and critique (Lawson & Dorst ).…”

Section: Amplified Mindset Of Designmentioning

confidence: 99%

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The Emergence of an Amplified Mindset of Design: Implications for Postgraduate Design Education

Moreira¹,

Murphy²,

McAra-McWilliam³

2016

Int J Art Design Ed

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In a global scenario of complexity, research shows that emerging design practices are changing and expanding, creating a complex and ambiguous disciplinary landscape. This directly impacts on the field of design education, calling for new, flexible models able to tackle future practitioners’ needs, unknown markets and emergent societal cultures. In response to design's uncertain contemporary identity, a programme of doctoral research was designed with the aim of identifying distinct approaches to postgraduate design education that could help to prepare future designers for what the thesis terms an Amplified Mindset of Design. This article presents emerging findings from this doctoral research, proposing and evidencing a conceptual framework that synthesises key movements within design, to bring clarity to the current discourse on emerging design practices. The conceptual framework of an Amplified Mindset of Design clusters this discourse into four groups: a world‐ and human‐centred worldview; integrative behaviours, social skills and visualisation. The article closes by discussing this framework in relation to design education, suggesting the Amplified Mindset of Design as a tangible frame of reference to enable the development of design education. In this context it can be used as principles for pedagogical approaches, and as guidelines for curriculum design that fits our changing disciplinary practice within a complex global environment. Furthermore, the authors contend that there is potential to apply this framework outwith the field of design, proposing that other disciplines such as management, economics and medicine could benefit from an educational experience that emphasises an Amplified Mindset.

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