An epistemology of presence and reconceptualisation in design education

被引：0
作者：
Dillon P. [1 ,2 ]
Howe T. [1 ,2 ]
机构：
[1] School of Education and Lifelong Learning, University of Exeter
来源：
Interchange | 2007年 / 38卷 / 1期
关键词：
Closure; Coming into presence; Context; Design education; Design object; Epistemology; Implicate order;
D O I：
10.1007/s10780-007-9013-4
中图分类号：
学科分类号：
摘要：
In this paper, the idea of coming into presence and an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational epistemology. A critique of the representational epistemology is presented. The idea of design as coming into presence is introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology of presence provides a better alignment between how people experience the world through design and the ways in which they engage with it both intellectually and practically. © 2007 Springer Science + Business Media B.V.
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页码：69 / 88
页数：19
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