The Central Role of the Designers ‘Appreciative System' in Socially Situated Design Activity Bacic, Monique en_US 2021-11-25T13:25:57Z 2021-11-25T13:25:57Z 2007 en_US
dc.description.abstract According to Dorst and Dijkhuis (1995) the two main paradigms governing design discourse are Simon’s rational problem solving and Schön’s theory of design as a ‘reflective conversation with the situation’. Rational problem solving has dominated design theory, and focused on design activity determined by a fixed problem space, reducing the designer to a ‘missing person’ within design research (Dorst & Reymen 2004). The aim of this paper is to locate the ‘missing’ designer within socially situated design activity. Dorst’s (2006) framework of ‘design paradoxes’ questions the dominance of the design problem in determining design activity suggesting design problems are unknowable, and determined by the designer’s re-interpretation of the accepted discourses underpinning the design situation. Dorst’s concept of design, as socially situated activity, corresponds with Schön’s ‘problem setting’ which is ‘bounded’ by the appreciative system (personal knowledge, values and beliefs) (Schön 1983). This paper identifies the correspondence between Schön’s theory and contemporary frameworks including ‘design paradoxes’. It investigates the agency of the designer as evidenced in the use of the ‘appreciative system’ in the genesis and evaluation of ‘frames’ within problem setting. This is elucidated using case study analysis of novice designers within an Australian tertiary design degree. The case reveals the structured and motivated use of the designer’s appreciative system to commence designing in the absence of ‘repertoire’ or domain knowledge (Schön 1983), and to structure the acquisition of new repertoire knowledge. These findings offer new pedagogical perspectives both in terms of design expertise, and educating domain independent, multi-disciplinary designers. Frames or similar organising principles operate in most design fields, and create a ‘principle of relevance’ for knowledge from multiple domains and disciplines (Buchanan 1992). Educating designers requires the acknowledgement and understanding of the objective function of subjective and social knowledge within design thinking, thereby locating the ‘missing’ designer within innovative design activity en_US
dc.identifier.isbn 9780646481470 en_US
dc.language English
dc.language.iso EN en_US
dc.publisher University of New South Wales en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title The Central Role of the Designers ‘Appreciative System' in Socially Situated Design Activity en_US
dc.type Conference Paper en
dcterms.accessRights open access
dspace.entity.type Publication en_US
unsw.description.notePublic Original inactive link: en_US
unsw.identifier.doi Sydney, Australia en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofconferenceLocation Sydney, Australia en_US
unsw.relation.ispartofconferenceName ConnectED 2007 International Conference on Design Education en_US
unsw.relation.ispartofconferenceProceedingsTitle Proceedings of ConnectED 2007 International Conference on Design Education en_US
unsw.relation.ispartofconferenceYear 2007 en_US
unsw.relation.originalPublicationAffiliation Bacic, Monique, Design Studies, College of Fine Arts, UNSW en_US School of Art and Design *
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