In most of the earlier traditional practices of teaching basic design, not knowing never dominated
the domain of ‘tools’, but always focused on the ‘task’. With newer tools for execution, maximum effort is spent on understanding/ struggling with the tool rather than involving oneself within the depths
of the task. As a result, the task, only travels the extent of the novice’s knowledge about the tool. Therefore the objective of the task is dictated by the tool, making exploration limited and
learning distorted.
The book collates the coursework and introduces a method encouraging collaborative environments for learning space and order, where physical participation, dialogue and involvement with a purpose (task) are of prime concern. This experiment is an attempt to balance the pedagogy for design education, namely traditional and modern learning methods, through recognizing and associating rational thinking with exploration and creativity. Understanding the problem in all these aspects, the challenge was to come up with a learning method which allows the creative freedom to explore, but also validates this freedom by objectivity and rationality.
The book collates the coursework and introduces a method encouraging collaborative environments for learning space and order, where physical participation, dialogue and involvement with a purpose (task) are of prime concern. This experiment is an attempt to balance the pedagogy for design education, namely traditional and modern learning methods, through recognizing and associating rational thinking with exploration and creativity. Understanding the problem in all these aspects, the challenge was to come up with a learning method which allows the creative freedom to explore, but also validates this freedom by objectivity and rationality.
