Ramar och reflektion : Om designprocessen som didaktiskt alternativ
By studying literature concerning design, didactics and reflection, and complementing those explorations with interviews with experienced design educators, this thesis challenges the idea of aesthetic media education being purely aesthetic in its characteristics. Drawing from their own experiences as a media aesthetics educator and an industrial designer, the two authors argue that the work flow used within most fields of design, commonly known as the design process, might provide a suitable didactic alternative to a field of education lacking relevant methodology. The literature study offers a better understanding of the design process and how it may be defined and viewed within an educational context. The interviews provide a more practical insight into the world of design education. The result shows that the design process as a didactical method theoretically offers both elements of critical thinking as well as direction and frames for students lacking aesthetic and artistic experience. One conclusion is that the design process, given its similarities to John Dewey’s educational theories, shares a fundamental and close relation to the didactics of aesthetic education; suggesting that an implementation of named process into education could be realized without any significant problems.
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