Saturday 8th February, 2014
11:00am to 11:00am
Ours is a new and evolving discipline. Being largely technology based, the speed and growth of this medium puts increased pressures on education: specifically the tools and modes of expression are changing rapidly and the domains touched are expanding exponentially. Rapid technological change may imply that we as educators need to change as quickly as the field (e.g. the hand craft and tools skills) and it simultaneously implies a need to focus on the skills that don’t change (often process or head skills). While engineers focus on the technical (efficiency, reliability, compactness), it is designers that are mandated with a focus on the human and societal aspects (meaning, usability, delight). The expansion of technology into all aspects of society creates tremendous opportunities for designers as well as responsibility.
Teaching a whole person moves beyond expression skills of the hands, to teach the process, creativity and coping skills of the head. Ultimately these are skills throughout the career of a curious designer who is skilled enough to learn to adjust with changing needs (e.g. after acquiring a skill such as learning to learn). Designers are traditionally known for the craft of their heads and hands. With this increased societal scope, are also charged with enabling students to grow and mature as human beings who continually ground themselves in the world and inspire their hearts and souls toward an optimistic future and who in turn, inspire those of others. Ultimately, this is pragmatic, about closing the loop between what the world, in a deep sense, needs and what the designer, as a result, offers.
How we go about this is an experiment happening at a number of institutions around the world. This panel explores how we each are approaching the challenge of educating tomorrow’s designers.
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