Lecture 2
1.
2.
3.
4.
Design Philosophy
Design Methodology
On Design Education
Power of words
1
Design Philosophy
What is Design ?
Design is a mental plan; a
plan in Art.
2
Design Philosophy
Design is to make “new”
things or objects. –
General belief.
3
Design Philosophy
Design is a problem
solving activity. (ED
statement)
4
Design Philosophy
Design is the conscious
and intuitive effort to
impose meaningful order.
(Victor Papanek, 1984)
5
Design Philosophy
Design should not begin
with designers, but with
people. People – consumers
or end users – and designers
must determine the
direction of design together.
(Papanek, 1983)
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Design Philosophy
Designers make meanings
to our synthetic world.
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Design Philosophy
Design is an integration of
knowledge, merging the
concepts of oneself and
transcend it to a new criterion.
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Design Philosophy
Design as an act is central to all the
varieties of technology, and since the
creation of artificial form, including
what we conventionally call invention,
is so patently and irrevocably
associated with the act of design, we
can surely hope to gain significant
insight into the nature of inventing
mind by focusing on the design process
itself. ( Dasgupta, 1996 )
9
Design Philosophy
Designed object carries
three different functions:
1. Physical function
2. Psychological function
3. Metaphorical function
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Design Philosophy
• Physical function is usage of the
designed object.
• Psychological function is the
mental value of the artefact.
• Metaphorical function is the
underlying meaning of the
designed thing.
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The Design Family Tree
David Walker 1989
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Design Methodology
What is design method?
A formulated thinking pattern
within the design domain.
There is a well-known design
method proposed by the ED.
13
Design Methodology
Design Process:
 Problem Identification
 Research
 Specification ( Design Statement )
 Initial Ideas
 Ideas development
 Testing, Investigation
 Final Design
 Realization
 Evaluation
14
Design Methodology
Constraints in Design:
1. Time
2. Material / Technology
3. Economy
4. Politic
5. Culture
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Design Methodology
Constraints in Design:
6. Differentiation
7. Knowledge
8. Value
9. Myopia in “New”
10. Design for Design sake
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Design Methodology
Design methods:
 Copycat
 Styling
 Maximization
 Minimization
 Instinct
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Design Methodology
6. Simplification
7. Combination
8. Purification
9. Modification
10.Making use of failure
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Design Methodology
11. Finding the Problem
12. Finding the Need
13. Making the Need
14. Constitute New Perception
15. Wu -無
19
On Design Education
• What is design education?
• Why do we need design
education?
• What is the role play of a
design educator?
• What are the problems you
are now facing?
20
On Design Education
Most design activities share a number
of common features. They are: identify
a problem, thinking about it and
realizing the solution. It is these
“common” problem solving activities
that form the core of the subject and
make it distinct from the other areas of
the school curriculum. ( CDC, 1997)
21
On Design Education
Design education according to
Papanek (1984), is based on
learning skills, nourishing
talents, understanding the
concepts and theories that
inform the field, and finally,
acquiring a philosophy.
22
On Design Education
The central idea in design is to
integrated human’s knowledge
and experience, and the desires
in changing the world and
make it better.
23
On Design Education
The integrated design is that
“We must see man, his
tools, environment, and
ways of planning, as a
nonlinear, simultaneous,
integrated, comprehensive
whole.” ( Papanek, 1984 )
24
On Design Education
To simplify the design in
context, we may make use of a
simple triangle.
CAN
IS
胡國亨, 1999
OUGHT
25
On Design Education
Problems in Design education:
What problems do you now
facing?
Why?
Anyway out?
26
On Design Education
Problems in Design education:
1. Chaotic and stupid
education policy.
2. The under-value of design
education.
3. The worshipping of quick
money concept.
27
On Design Education
Problems in Design education:
4. Ill-defined design problem.
5. Teachers are too smart –
they knew everything.
6. One-way communication.
7. Being too serious.
28
On Design Education
Problems in Design education:
8. Worshipping of advance
technology.
9. Extremely heavy workload
for teachers.
10. Confusion in cultural
identity……….
29
On Design
Mud Lai Kar ???
Kum Dou Duck ???
30
On Design
31
On Design
32
On Design
33
On Design
34
References
Design for Human Scale,
Papanek V., 1983
Design for the Real World,
Papanek V., 1984
A New Design Philosophy,
Tony Fry, 1999
35
Power of Words
A silent game.
Each group of you has a
task to finish by making use
of the Lego kit provided.
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Power of Words
You are asked to present the
assigned theme at the end of
the activity without saying
anything.
37
Power of Words
Time for the game is 25
minutes.
Are you ready? Go.
38
Power of Words
Now, please present your idea
to the others, without
mentioning the stated
keywords, seeing whether the
others can decipher your work
and identify the problem.
39
Power of Words
It is really difficult for us to
express our ideas without
using languages. Why?
40
Power of Words
It is because of the
incredible power of
words. What are the
power of words then?
41
Power of Words
Word is important because:
1. It is a key of
communication
2. An externalization of
human’s thought
42
Power of Words
Word is important because:
3. The method to codify
knowledge.
4. A system enables one to
self transcend.
43
Power of Words
Function of Word:
1. To record, to codify and
to structure knowledge.
2. To express one’s feeling.
3. Enable one to analysis
problems.
44
Power of Words
4. A vital bridge in
communication.
5. A key in creativity.
6. A single dimensional element
which allows interpretation and
abstract thinking.
45
Power of Words
Cultural differences:
Bare in mind that different
culture has different
languages. Translation
always cause a trouble in
mal-interpretation.
46
Power of Words
English is concise and
precise. This enables
English users rapid
development in technology
and science.
47
Power of Words
Chinese is conceptual and
vague. It makes the
language beautiful and
imaginative, and more than
that, difficult to learn –
ambiguous structure.
48
Power of Words
Categorizes the words
findings into three groups:
1. Idea
2. Concept
3. Perception
49
Power of Words
Idea – word that have
distinctive meaning with
defined form and domain. In
other word, you can draw it out
immediately and the others
know what you meant
simultaneously. (e.g. Rose)
50
Power of Words
Concept – word that have
categorized meaning that
reader knows the general
saying of an issue but not
actually realize what exactly
the word meant. (e.g. Flower)
51
Power of Words
Perception – word that have
abstract meaning with common
beliefs and knowledge. This
can be hardly deciphered by an
cultural outsider, making it
happens to be propounded
notion. (e.g. Plant)
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Power of Words
New
Perception
Perception
Concept
Idea
Heritage
53
Power of Words
New
Perception
Perception
Proficiency of
Languages
Concept
Idea
Heritage
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55
Ming
Thank You