The core philosophy of my pedagogy is to encourage designers to be independent thinkers. In other words, reduce their dependency on me as a provider of solutions or answers. The philosophy comes into action, by designing hypothetical scenarios
(as tasks), to accommodate challenges of the real world within the constraints of a classroom setting. I use the learning by doing approach / experiential learning *, to hone their ability to analyze failures through repeated iterations. Curiosity is generated at each stage by unsettling and settling students along their paths of discovery; through planing and crafting group learning experiences to encourage discussions, debates, and constructive criticism. Such interactions bring clarity of thought and action for students while realizing their chosen acts of design. Thus, I initiate conversations with students toward rationalizing their design decisions.