A Pedagogical-Didactic Paradigm for Teaching Student-Designers to Deal with Context-Issues
The paper describes a pedagogical didactical paradigm for teaching student-designers how to deal with context issues. Form/context-relationships are conceptualized as information ecologies and described as behavioral settings using a key concept developed by social psychologist R.A. Baker in the 1960ties, and chosen here because it integrates cultural and psychological trajectories in a theory of living settings. The pedagogical-didactical paradigm comprises three distinct information ecologies, named after their intended outcome: the problem-setting, the exploration-setting, and the fit-setting. It is specified how context issues can be treated within each of these information ecologies. The paper concludes by discussing the outcome of applying this paradigm with respect to the student-designers’ competence as reflective practitioners.
Analysis of design; ecology; design pedagogy; design education