design philosophies

Appropriate pedagogy for practice, the ha-ha in the higher education landscape

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Discipline: 

Design Education Strategy

In this paper I argue that appropriate methods and approaches in university teaching require an on- going ontological and epistemological debate. A pedagogic orientation implies a framework for educational decision making and participation that can result in strategic educational failure if it is poorly understood.

The ethics review of visual communication design research proposals: is a 'dual mandate' approach justifiable?

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Discipline: 

Media & Communications Design

The majority of institutional ethics committees at South African tertiary institutions state in their standard operating procedures that the role of the ethics committee includes screening proposed research with regard to the core principles of ethics (dignity and autonomy, justice, non-maleficence and beneficence), as well as the scientific validity of the envisaged study.  

The first part of this paper debates to what extent such an approach is justified, as the notion of validity is primarily located in the philosophy of science and not in the field of moral philosophy.  

The second part of the paper illustrates some of the main points of the discussion with selected examples from the field of visual communication design research.

The examples are drawn from

Paying it forward: Practicing Scholarship of Engagement in Design Education

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Discipline: 

Design Education Research

This paper reports on a project named Platform 6, which was designed to facilitate teacher development and thereby to develop teachers as scholars. Initiated within the context of Boyer’s Scholarship of Engagement (1991), Platform 6 is a training programme and awareness drive devised for secondary school design teachers on the pedagogy of teaching design thinking and practice.

The exploratory first leg of Platform 6 was limited to a sample of National Senior Certificate (NSC) schools in the Western Cape. Qualitative-exploratory research methodology was employed to gain real world insight about the teaching and learning environment of design teachers in South Africa. It was useful to understand the dynamics of design teaching in grades 10 to 12 in Western Cape schools.

Designing education for sale: a price tag on Universities of Technology

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Discipline: 

Design Education Research

The world exists and is driven by need and yet the notion of education remains static. The new dispensation of Universities of Technology (UoT) in 2004 created a sense of anxiety and exhilaration simultaneously. UoT as a centre of educational delivery has implications for the new role which Higher Education will play. This also impacts on Departments of Visual arts and design within such institutions. The South African context of education is layered with social issues which impact on a broad spectrum of its development.

Embracing a culture of Active Citizenship in Interior Design education

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Discipline: 

Interior & Furniture Design

Citizenship implies association and involvement in a community. Even though the conditions of involvement can be specified by government laws, citizenship is in fact not only a matter of politics, but actually an issue of culture and experience. It can therefore be described as a status and as a set of attitudes, associations and expectations that go beyond territorial boundaries. Active citizenship is the viewpoint that citizens should work for the improvement of their community. The notion requires active participation through economic contribution and volunteer work to improve life for all citizens.

Design process of novice fashion design students: an educator’s reflective analysis

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Discipline: 

Fashion, Jewellery & Textile Design

This paper centres around a creative design project for first-­‐year fashion design students. This project was informed by (1) the theoretical underpinnings of design thinking, (2) a human-­‐centred approach to design and (3) protocol studies of novice engineering and industrial design students’ approaches to the design process. The design project assumed a design process method that focused on human beings – and their needs – as the driver for fashion design. The aim of adopting such a human-­‐centred method for creative design was three-­‐ fold. Firstly, the design project aimed to create a culture and awareness of human beings and their needs as a driver for fashion design.

Mirror-Mirror-On The Wall

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Discipline: 

Design Education Research

A Structured Reflection Framework To Implement Visual Research As Practise-Based Arts
Research Design Illustrated Within An Applied Photographic Educational Context

Although various South African universities engage with art practice research methodologies, the research designs employed have not been clearly articulated or interrogated as of yet, leaving some work to be done towards answering Loxley and Prosser’s (2005) call for a refinement of arts-based research methods.

Design Thinking – Crossing Disciplinary Borders

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Discipline: 

Design Education Research

Design thinking, a well known topic of discussion in the design discourse, offers exciting innovative possibilities when applied in other disciplines. This paper explores the potential of design thinking in the seemingly disparate discipline of Operations Research/Management Science (OR/MS). OR/MS develops mathematical models for analysis based on quantitative logic as an answer to management or other real life problems. Design shares this concern with trying to improve current situations but approaches these problems differently, using ‘designerly ways of thinking’.

Bridging the epistemological divide between disciplines

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Discipline: 

Design Education Strategy

A position paper based on philosophical issues around the design disciplines

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