O ENSINO DO DESIGN E O DESIGNER DE ACORDO COM O MODELO Y
The current expansion of design is no coincidence, no fashionable trend nor any idea of a small avant-garde. It is in fact the logical consequence of a massive social change“ – Florian Pfeffer, author of the book To do: the new role of design in a changing world points out what all too long has been ignored by design education. Most design curricula still stick to a very disciplinary image of the designer who provides his or her professional competence within a well-defined range of applications.
While redesigning our M.A. curriculum in design, we set out to question the disciplinary image of the designer in order to find an alternative, which matches the changing way professionals work together. Point of departure was the hypothesis, that 21st century designers mainly act as collaborators or Embedded Creatives within fields and industries, who primarily don’t belong to the design domain. We therefore argue for a design curriculum that supports the transition from working in disciplinary depth towards working across disciplines. We do so by providing a new M.A. curriculum in design, which focuses connecting competences and conversational learning formats. The most important pre–post curriculum change includes the shift from a disciplinary towards a problem–based design studio, co–teaching with multi–disciplinary faculty, context–based learning with partners from the industry and conversation–oriented teaching formats.