Design Praxiology and Phenomenology: Understanding Ways of Knowing through Inventive Practices

Description

This book offers insight into designerly ways of knowing from the perspectives of experts and professionals engaging in diverse forms of design in workplaces and other public domains. It also aids in the understanding of design practices from designers’ viewpoints via case studies. By pursuing a reflective inquiry in their design epistemology (designerly ways of knowing), design praxiology (practices of design), or design phenomenology (forms of designs), self-studies of design practices, and presenting studies of designs, the authors of this book demonstrate how they influence the people and the object of inquiry or design. The case studies presented in this book also illustrate how designers develop their expertise, and provides inspiration for the incorporation of design-thinking and practice in education. Acknowledgements Introduction Contents Editors and Contributors Critical Perspectives on Design and Design Thinking Design Thinking the Future: Critical Perspectives on Design Studies, Design Knowledge, and Education 1 Introduction 2 Design Studies and Design Knowledge 3 Design Epistemology 4 Design Praxiology 5 Design Phenomenology 6 Design Thinking 7 Inventive Practices 8 Design and Education 9 Conclusion References Looking Inside the Box to Think Outside It: Contextualizing Design Thinking 1 Introduction 2 Critical Review of Design Thinking 2.1 Descriptive Perspective: What It Means to Design 2.2 Prescriptive Perspective: How to Engage in Design Thinking 2.3 An Integrative Perspective 3 Integrating Design Thinking Perspectives in Teaching and Learning Practices 3.1 A GBL Pedagogy Based on an Integrative Design Thinking Perspective 3.2 The Game 3.3 Integrating Design Processes in Game-Based Learning 4 Implications for Teaching Design Thinking 5 Conclusions References How Designers Design and Learn in their Design Work Learning as Subversive Design Practice: Graffiti Artists’ Learning of Social Structure and Invention of Creative Expressions 1 Introduction 2 Graffiti, Street Art, and Social Structures 2.1 Graffiti and Street Art 2.2 Graffiti Artists and the Urban Space 2.3 Placing Graffiti Art in Learning Perspectives 3 Understanding the Practices of Graffiti Artists 3.1 Analytic Framing for the Practices of Graffiti Artists 4 Subversive Practices, Inventing Tactics, and Creative Expressions 4.1 Negotiating Graffiti and Personal Identities 4.2 Devising Tactics of Shuffling the Order 4.3 Subversion, Renewal and Laughter 5 Discussion 5.1 Negotiating Identities Through Reconfiguring Cultural/Social Products 5.2 Inventing, Renewing, or Subverting from the Deep Understanding of the Contexts 5.3 Becoming Political in Learning and Design 6 Conclusions References Designing a Future through Imaginative Responses to Arts Teaching 1 Artists in Schools 2 Creative School Ecology 3 Designing Belonging in a Welcome to Country 3.1 The Microsystem of Students’ Creative and Communicative Practices 3.2 Intersections of the Artwork, the Mesosystem and the Exosystem 3.3 The Macrosystem of the Creative School Ecology 4 Designing Belonging in Room 13 4.1 Linking the Microsystem to the Other Layers 4.2 Skills and Understandings as a Cornerstone of the Microsystem 4.3 Development of the Macrosystem 5 Discussion and Conclusion 5.1 Co-Creation of Arts Processes and Arts Products 5.2 Implications for Future Arts/Design Education References Nature Can Inspire the Things We Make and Why It Matters 1 Introduction 2 Bio-Inspired Design 2.1 The Methodology 2.2 A Journal and Other Resources 2.3 Ways to Use Bio-Inspired Design 3 Conclusions References Project Relay: A Practice-Driven Method for Learning Agile Architectural Design 1 Introduction 2 Agile Architectural Design 3 Project Relay: Organizing, Communicating, and Synchronizing a Project as a Team 4 Two Projects: Teams as Self-Organizing Systems 4.1 Community Café 4.2 Art Gallery 4.3 Comparison of the Two Case Studies 5 Agile Architectural Design as a Process of Stage-Based Iterations 6 Conclusion: Implications for Architectural Design Education References Transforming the Bard through Digital Media: Modern Design Approaches for Shakespeare Education 1 Investigating Multimodal Mediation 2 Animating Shakespeare for VR 3 Research Approach and Production Process 3.1 Applied Design for Visual Development 3.2 To Cut a Long Story Short: Challenges for Story Development 4 Specific Requirements for Storytelling in VR 4.1 The Personal Experience of VR 4.2 How Much Interaction? 4.3 Viewer or Point of View (POV) Camera 4.4 Scenes 4.5 The Wandering Gaze 5 Implications for Shakespeare Education 6 Conclusion and Outlook References Knowing Differently through Designing Digital Games 1 Introduction 2 Case Study 1: Playful Game Design for a Pandemic (Contagion) 3 Case 2: Thinking Playfully About Pandemics (Epidemic) 4 Bringing the Two Cases Together: Playful Pedagogy 5 Case Study 3: Designerly Ways of Thinking 5.1 A Game Design Challenge 6 Learning Through Game Design: Salient Considerations 7 Conclusion/s References Aboriginal Design Process 1 Introduction 2 Background 3 Knowing 3.1 Aboriginal Oral Knowledge 3.2 Design Process 4 Learning 4.1 Framework 4.2 The Design Process as Co-Creation 4.3 The Role of Narratives in Knowledge-Sharing 5 Being 5.1 Case Study 1: Cultural Initiatives 5.2 Case Study 2: Eel Traps as Water Management 5.3 Case Study 3: Woomera to Increase Strength of Throw 5.4 Case Study 4: Community Initiatives in Sustainability in Design 6 Teaching Flexibility to Students 6.1 Dropping Your Ego 6.2 Developing Relationships and Reciprocity 6.3 Enabling Two-Way Learning 7 Epistemological Restrictions in Knowledge Access 7.1 Protocols of Restrictions 7.2 Place-Based Knowledge 7.3 Narrative in Knowledge-Sharing 8 Conclusion Relevant Resources References The Development of Social Design Education and Practice: A Retrospective Study 1 Introduction 2 Literature Review 2.1 The Development and Definition of Social Design 2.2 Social Engagement of Design Education 2.3 Transformation of Design Education in Higher Education in Taiwan 2.4 Experiential Learning in Design Education 2.5 Social Design Mode of Community Experiential Learning 3 The Challenge of Experiential Learning for Social Design Education 4 Practice and Reflection—Community Experiential Learning Implemented in Social Innovation Design 4.1 Social Practice Method 4.2 Reflection on Action 5 Conclusion: A Dynamic Social Design Teaching Framework References The Designerly Ways of Knowing Designing for Designerly Ways of Knowing: Creating Learning Design Futures in Higher Education 1 Introduction 2 Designerly Ways of Knowing as Designer of Learning 3 Designerly Ways of Knowing as a Student of Design 4 Designerly Ways of Knowing as Teacher of Design 4.1 Challenges of Developing Students’ Designerly Ways of Knowing 4.2 Designing for Designerly Ways of Knowing 4.3 Developing My Knowing of Designerly Knowing 5 Creating Learning Design Futures in Higher Education 5.1 Support Faculty Members to Articulate Their Student-Centred Teaching Voice 5.2 Support the Creation of Design Partnerships 5.3 Support Tinkering 6 Conclusion References That Certain Leica Glow: Photography, Ethics and Design Education 1 Introduction 2 Herbert Simon’s Concept of “Design”: Discovering Human Goals and Liberal Education 3 On a Certain Leica Glow: Photography, Design, and Ethics 4 The Photographer Grasping Basic Goods: Wondrous Nature (Physis) and Relaxed Cathexis 5 Conclusion: Photography, Design and Liberal Education References Ludic Epistemology and Evocative Design in Inventive Practices 1 Introduction 2 Ludic Epistemology 3 Evocative Design 4 Inventive Practices 5 Design as a Catalyst for Transformative Education 6 Conclusion References Index