Designerly Ways of Teaching: Reflecting on folk pedagogies in design education
Description
The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular reform to meet the changing needs of practice, yet surprisingly little knowledge is available about how and why design teachers do what they do. In an effort to frame the problem of (re)designing design education, this study provides a framework for understanding the pedagogical beliefs and preferences of design students and educators utilizing Bruner’s four folk pedagogies. This study also provides evidence that the practices of industrial design teachers exhibit what Cross (2006) has described as ‘designerly ways of knowing.’
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2020
Agent
- Author (aut): Christensen, Tamara Fawn
- Thesis advisor (ths): Nocek, Adam
- Thesis advisor (ths): Brooks, Kenneth
- Committee member: Heywood, William
- Committee member: Henriksen, Danah
- Committee member: Mishra, Punya
- Publisher (pbl): Arizona State University