Alain Findeli
Rethinking Design Education for the 21st Century: Theoretical, Methodological, and Ethical Discussion
new worldview even cursory look recent literature production design would sufficient reach conclusion general landscape safe quiet serene therefore really original claim period necessary change design education practice research although reasons invoked support diagnosis may vary considerably generally considered reside within field design instance hugues boekraad joost smiers mention disturbing effect product engineering marketing design visual main issue addressed currently problem without doubt central concern today considered symptom wider issue professions also confronted engineering medicine education social work law etc foundations contemporary practical philosophy crisis words one bound conclude reasons current situation design found mainly outside field design explains wideand extend quite ambitious pretentiousscope essay think necessary dwell long diagnosis current situation let say tend agree idea paradigm shift although dont necessary share analyses reports made quite controversial topic current paradigm mean shared beliefs according educational political technological scientific legal social systems function without beliefs ever questioned discussed even explicitated paradigm may beand indeed beencharacterized various ways part retain following main characteristics materialistic underlying metaphysics positivistic methods inquiry agnosticist dualistic worldview reason disciplines design would escape influence general framework indeed drifts one witnessing today design attributed one h boekraad j smiers academy european joumal arts education 11 1 nov 98 6065 text actually manifesto calling foundation new academy arts design manifesto launched working paper european league institutes arts elia