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Guidelines or aesthetics: design learning strategies
Umeå University, Faculty of Science and Technology, Umeå Institute of Design. Indiana University, Bloomington, USA.
1994 (English)In: Design Studies, ISSN 0142-694X, E-ISSN 1872-6909, Vol. 15, no 4, 448-458 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents, as a theoretical vehicle, a simple dichotomy based on the concepts of the guideline approach and the aesthethics approach to design education. The dichotomy is used to deepen the understanding of design work and as a way of relating the question of design learning strategy to the historical controversy between the ideals of the Romantic and the Enlightenment traditions. The paper argues that the education of designers can be interpreted and understood to be based on some presuppositions about the nature of design work. It is concluded that design education should have as its first goal, to help design students to develop an intellectual capacity and to support them with necessary theoretical tool to be able to reveal hidden preconceptions and assumptions about design practice.

Place, publisher, year, edition, pages
Elsevier, 1994. Vol. 15, no 4, 448-458 p.
Keyword [en]
design education; aesthetics; rationality
National Category
URN: urn:nbn:se:umu:diva-102715DOI: 10.1016/0142-694X(94)90007-8OAI: diva2:813442
Available from: 2015-05-22 Created: 2015-04-30 Last updated: 2015-05-22

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Stolterman, Erik
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