Design pedagogy? Teaching design. What are we talking about?
First, teaching designers. Is there such a thing as design pedagogy: some strategy, technique or content that might be carried or common across the design fields? What do designers need to know about design, about the practices, research methods, histories and theoretical or philosophical underpinnings of their fields? Can design be reduced to a technique of thought – design thinking – and can that be exported to and applied in other fields?
Second: design isn’t just for designers anymore. Cultural critics, sociologists, anthropologists, historians and historians of media, art and literature, philosophers of technology all have an increasing interest in teaching design. To the extent that scientific research is meant to be or become applied science, it pertains to and partakes of the problems and strategies of design. Who teaches design? When, where, how, and most importantly why? If we live in a culture created by design, if the primarily elements structuring everyday life are created by design, how can educators adapt classes and curricula to this kind of culture?
Third, the designer as educator: the designer teaches clients how design functions and why it is important; the designer teaches consumers how to live better, more fulfilling lives.
Fourth?
Fifth?
This space will be given over to guest editors on a rolling basis, generally tied to the semesters of the academic year, to explore topics in design pedagogy through writings and interviews, dialogues, images and student work. We hope to establish an archive of strategies and tactics in design education but also to demonstrate the relevance, vitality, breadth and diversity of design education today.
Stuart Kendall