Which Proximity in Design Education?
Routledge (Verlag)
978-1-032-83554-9 (ISBN)
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Which Proximity in Design Education? frames a wide range of approaches in design studios on undergraduate, graduate and postgraduate levels and their capacity to render meaningful and novel attitudes and actions beyond the classroom. The urgent call for resilience in the way we lead our lives has brought our planetary boundaries and social tensions to the forefront of the conversation, and there is a generation of students fully aware of our collective responsibility in this decisive decade. As such, educators need to rapidly adapt to new tools and ways of teaching design, whilst also being challenged on how to educate the designer for the pressing tasks of the near future. It presents optimistic solutions for how education can support renovated mindsets and efforts towards common goals.
This book contains distinct visions of the world and its problems relating to proximity in design education. As such the chapters present diversified solutions to these issues which will be of interest to teachers and researchers working in design education.
Rita Assoreira Almendra is a Full Professor at the Lisbon School of Architecture (FA-ULisboa) where she is Head of the Design Department, and coordinates both the Design Doctoral Program and the nucleus of Design at CIAUD research centre. She holds a PhD in Design (2010) from FA-Ulisboa, and a Master's in Design Management (2004) and an MBA with marketing specialisation (2002), both from the Catholic University of Lisbon. Rita has worked for more than 20 years as a design researcher and educator, with numerous publications and master's and doctoral supervisions in this field. She is the founder and coordinator of the Research & Education in Design research group [redes.fa.ulisboa.pt], and was responsible for two editions of the International Conference on Research and Education in Design.
List of figures
List of tables
List of contributors
Acknowledgements
PART I – Design Proximity(ies) in Design Education
Chapter 1 – Draw(in) proximity – A Drawing-Based Strategy for Knowledge Transfer
Rui Barreira, Susana Campos and Maria João Félix
Chapter 2 – The New Fado of the students: Proximity between Utopia and Architecture Education
Inês Nascimento
Chapter 3 – Design Educators: Collective Agents of Change
Carla Cadete
Chapter 4 – The Synergies Initiative: Enhancing Interdisciplinarity through Problem-based Learning in Design Education
Rodrigo Hernández-Ramirez, João Batalheiro Ferreira, Rodrigo Morais and Carlos Rosa
Chapter 5 – Portuguese Educational Practices: the influences and consequences in the teaching of design to develop a relevant and contemporary curriculum
André Casteião and Susana Barreto
Chapter 6 – Liquid Proximity: Engaging and Alternative Ways of Interacting with Design Students
Ricardo Lopez-Leon and Gabriela Gomez
Chapter 7 – Proximity of Conjectures to Design Pedagogy
Rupa Agarwal
PART II – Design Approaches in Academic Context
Chapter 8 – Food Design Education: Design for Food or Food for Design? – Different approaches to designing a change for our food systems.
Mariana Eidler and Ricardo Bonacho
Chapter 9 – Design Activism: a Humanitarian approach in an academic context
Carla Cadete
Chapter 10 – Textile Design: a transdisciplinary approach in higher education in Portugal
Sónia Seixas, Gianni Montagna and Maria João Félix
Chapter 11 – Urban design project-based teaching: the UQAM Praxis III lab approach
François Racine
Chapter 12 – Investigating the means utilized by the supporting staff in design studio courses: an interview study
Pelin Efilti, Koray Gelmez, Enver Tatlısu, Tuğçe Ecem Tüfek and Onur Yılmaz
Chapter 13 – Assessments in the design studio: self-reflecting on MDD (AUAS) methods
Irene Maldini, Pamela Nelson, Paul Geurts and Gabriele Ferri
Chapter 14 – Teaching Design in the Google age: redesigning the assignment
Pedro Cortesão Monteiro and João Batalheiro Ferreira
Chapter 15 – Design Thinking and the Proximity Argument – The Case Study of Engineering Students at a Portuguese University
Violeta Clemente and Fátima Pombo
PART III – Teaching-Learning Processes
Chapter 16 – Teaching-Learning design through the contingency of COVID-19
Juan de la Rosa, Fabio Fajardo and Andrés Sicard-Currea
Chapter 17 – Tall Tales: Reflecting on the Role of Dialogue in Design Studio Learning
Suzanne E. Martin
Chapter 18 – Portuguese Design Education on Materials – An Overview
Pedro Ferreira, Rita Assoreira Almendra, Arlete Apolinário and Gabriela Forman
Chapter 19 – Supporting the understanding of complex concepts through play situations
Lotte Agnes Lausen and Eva Maria Oberländer
Chapter 20 – A pilot study for introducing designing materials in design education
Aline Silva and Rita Assoreira Almendra
Chapter 21 – Exploring Student Perceptions of Product-Service Systems
Pierre Yohanes Lubis and Bahareh Shahri
Index
| Erscheint lt. Verlag | 20.3.2025 |
|---|---|
| Reihe/Serie | Project Thinking on Design |
| Zusatzinfo | 20 Tables, black and white; 14 Line drawings, black and white; 37 Halftones, black and white; 51 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Kunst / Musik / Theater ► Design / Innenarchitektur / Mode |
| Technik ► Architektur | |
| Technik ► Bauwesen | |
| ISBN-10 | 1-032-83554-0 / 1032835540 |
| ISBN-13 | 978-1-032-83554-9 / 9781032835549 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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