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Design Thinking the Future: Critical Perspectives on Design Studies, Design Knowledge, and Education

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Design Praxiology and Phenomenology

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Abstract

Globalization in modern times has leant increased significance to design thinking in education. However, the adoption of design thinking in education requires deep understanding in order to mitigate a reductionist approach, which tends to overlook the complexity of implementing design knowledge. Educating designerly aims to produce thinkers who can benefit from designers’ extensive experience and who are more attuned to the “realities” of professional practices. Toward this goal, this chapter aims to first interrogate the notion of “design knowledge” alongside other related terms. Our review highlights key perspectives on design knowledge based on three dominant approaches to design studies, namely, design epistemology, design praxiology, and design phenomenology. Rooted in these approaches, our examination of current research foregrounds critical dispositions for education. In particular, we highlight how designers in various professional practices have emphasized the possibility of creating social futures that celebrate positivity, inventiveness, empathy, and pragmatism.

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Authors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, AB, Canada

    Beaumie Kim

  2. School of Education, Western Sydney University, Bankstown, NSW, Australia

    Lynde Tan

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  1. Beaumie Kim
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Correspondence to Beaumie Kim .

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Editors and Affiliations

  1. School of Education, Western Sydney University, Bankstown, NSW, Australia

    Lynde Tan

  2. Werklund School of Education, University of Calgary, Calgary, AB, Canada

    Beaumie Kim

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Kim, B., Tan, L. (2022). Design Thinking the Future: Critical Perspectives on Design Studies, Design Knowledge, and Education. In: Tan, L., Kim, B. (eds) Design Praxiology and Phenomenology. Springer, Singapore. https://doi.org/10.1007/978-981-19-2806-2_1

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  • DOI: https://doi.org/10.1007/978-981-19-2806-2_1

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