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Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking

Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking

Johann van der Merwe
Copyright: © 2011 |Pages: 24
ISBN13: 9781615206179|ISBN10: 1615206175|EISBN13: 9781615206186
DOI: 10.4018/978-1-61520-617-9.ch011
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MLA

van der Merwe, Johann. "Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking." Handbook of Research on Trends in Product Design and Development: Technological and Organizational Perspectives, edited by Arlindo Silva and Ricardo Simoes, IGI Global, 2011, pp. 195-218. https://doi.org/10.4018/978-1-61520-617-9.ch011

APA

van der Merwe, J. (2011). Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking. In A. Silva & R. Simoes (Eds.), Handbook of Research on Trends in Product Design and Development: Technological and Organizational Perspectives (pp. 195-218). IGI Global. https://doi.org/10.4018/978-1-61520-617-9.ch011

Chicago

van der Merwe, Johann. "Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking." In Handbook of Research on Trends in Product Design and Development: Technological and Organizational Perspectives, edited by Arlindo Silva and Ricardo Simoes, 195-218. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61520-617-9.ch011

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Abstract

Design has been described by Bruno Latour as the missing masses, and tellingly as “nowhere to be said and everywhere to be felt” (2005: 73). Traditionally, not only objects, but design’s presence in general has gone largely unnoticed by the public, but that is changing, due, in considerable part, to the ubiquitous presence of computing technology. Design, as representative of unnoticed and neutral objects, is no longer feasible, but design, as a participative presence in the lives of its users, is fast gaining ground in our complex society. Designers are no longer fully in control of the design process, meaning design practice, and as a result design education must change to adapt to the increasing pace at which different social groups are evolving new ways of communicating and living.

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