(Still) Educating design thinking. Issue 1 (3rd July 2017)

• Record Type: Journal Article
• Authors: Tuckwell, Dion
• Is Part Of: Communication design. Volume 5:Issue 1/2(2017)
• Page Start: 131
• Page End: 144
• Publication Date: 2017-07-03
• Subjects: 'Design thinking' -- pedagogy -- history -- education -- transdisciplinary -- teaching -- criticism -- theory; Graphic arts -- Research -- Periodicals; 741.605
• DOI: 10.1080/20557132.2017.1385257
• Languages: English
• ISSNs: 2055-7132

Abstract

Abstract: Despite the apparent ubiquity of 'design thinking' it continues to defy an adequate definition. This has led to a conceptual obfuscation, and in turn a reduction of design thinking and limitation of the potential of designing and the goal it seeks to achieve: creative outcomes. This article is a response to this conceptual muddiness. Outlining an abridged version of antecedent 'design thinking' models may assist design thinking's role in broadening transdisciplinary practice. When embraced with greater critical scrutiny, design thinking offers a chance for designers to widen and articulate their capacities, aiding the definition of emergent design practices. However, design thinking continues to be used with scarce critical or historical appraisal. A conceptual elucidation of historical modes of 'design practice' and pedagogy, will contribute to our understanding of inchoate transdisciplinary design practice. How we situate and value design in education is a focus of this article, as developing this area of analysis could enrich our appraisal of design thinking and contribute to a clearer and more sustainable use of the term and what the term implies for designs future.