Reviews for a situated, appropriate and sustainable contemporary design education

The paper is presented as a descriptive-interpretive inquiry in the field of contemporary design education to reflect on the knowledge and qualities that are relevant to situated, appropriate and sustainable teaching developments.  To achieve this end, design education is characterized, transition f...

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Autor principal: Rodriguez, Lucas Gast´ón
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario 2024
Materias:
formación
pensamiento proyectual
diseño
sostenibilidad
arquitectura
training
design thinking
design
sustainability
architecture
Acceso en línea:https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485
Aporte de:
A&P Continuidad de Universidad Nacional de Rosario
id I15-R196-article-485
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spelling I15-R196-article-4852024-12-11T23:29:46Z Reviews for a situated, appropriate and sustainable contemporary design education Revisiones para una educación proyectual contemporánea: situada, apropiada y sostenible Rodriguez, Lucas Gast´ón formación pensamiento proyectual diseño sostenibilidad arquitectura training design thinking design sustainability architecture The paper is presented as a descriptive-interpretive inquiry in the field of contemporary design education to reflect on the knowledge and qualities that are relevant to situated, appropriate and sustainable teaching developments.  To achieve this end, design education is characterized, transition from design thinking to sustainable design thinking is postulated, arguments and experiences of sustainable design training are described, and integrative reflections are established.  Finally, it is concluded that the design focus shifts from how and what to why, thereby reducing the value of individually made artifacts and reinforcing the prominence of the foundations. This is based on research, ethical positioning and group care.  Thus, the teaching-learning process is enabled and oriented to both the current characteristics and demands of the local-global context and the reinforcement of personal qualities to define the complex design problematic situations and their consequent proposals with cultural coherence, technological efficiency and environmental awareness. El trabajo se presenta como una indagación descriptiva-interpretativa en el campo de la educación proyectual contemporánea, a fin de reflexionar sobre los saberes y cualidades pertinentes a desarrollos formativos situados, apropiados y sostenibles. Para ello, se caracteriza a la educación proyectual, se postula el paso del pensamiento proyectual al pensamiento proyectual sostenible, se describen argumentos y experiencias de formación proyectual sostenible y se establecen reflexiones integradoras. Como síntesis final, se manifiesta que el enfoque del diseño cambia del cómo y el qué al por qué, reduciendo valor a los artefactos de factura individual y reforzando su protagonismo en los fundamentos ‒basados en la investigación, el posicionamiento ético y el cuidado grupal‒. Por lo tanto, se promueve una enseñanza y aprendizaje orientada a la atención de las características y demandas vigentes del contexto local-global y el refuerzo de las cualidades personales, para la definición de situaciones-problema de diseño complejos y sus consecuentes propuestas culturalmente coherentes, tecnológicamente eficientes y ambientalmente conscientes. Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario 2024-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485 10.35305/23626097v11i21.485 A&P Continuidad; Vol. 11 Núm. 21 (2024): DOCENCIA EN ARQUITECTURA Y DISEÑO: ¿QUÉ HAY DE NUEVO? 2362-6097 2362-6089 spa https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485/604 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485/631 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485/632 Derechos de autor 2024 A&P Continuidad http://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-196
container_title_str A&P Continuidad
language Español
format Artículo revista
topic formación
pensamiento proyectual
diseño
sostenibilidad
arquitectura
training
design thinking
design
sustainability
architecture
spellingShingle formación
pensamiento proyectual
diseño
sostenibilidad
arquitectura
training
design thinking
design
sustainability
architecture
Rodriguez, Lucas Gast´ón
Reviews for a situated, appropriate and sustainable contemporary design education
topic_facet formación
pensamiento proyectual
diseño
sostenibilidad
arquitectura
training
design thinking
design
sustainability
architecture
author Rodriguez, Lucas Gast´ón
author_facet Rodriguez, Lucas Gast´ón
author_sort Rodriguez, Lucas Gast´ón
title Reviews for a situated, appropriate and sustainable contemporary design education
title_short Reviews for a situated, appropriate and sustainable contemporary design education
title_full Reviews for a situated, appropriate and sustainable contemporary design education
title_fullStr Reviews for a situated, appropriate and sustainable contemporary design education
title_full_unstemmed Reviews for a situated, appropriate and sustainable contemporary design education
title_sort reviews for a situated, appropriate and sustainable contemporary design education
description The paper is presented as a descriptive-interpretive inquiry in the field of contemporary design education to reflect on the knowledge and qualities that are relevant to situated, appropriate and sustainable teaching developments.  To achieve this end, design education is characterized, transition from design thinking to sustainable design thinking is postulated, arguments and experiences of sustainable design training are described, and integrative reflections are established.  Finally, it is concluded that the design focus shifts from how and what to why, thereby reducing the value of individually made artifacts and reinforcing the prominence of the foundations. This is based on research, ethical positioning and group care.  Thus, the teaching-learning process is enabled and oriented to both the current characteristics and demands of the local-global context and the reinforcement of personal qualities to define the complex design problematic situations and their consequent proposals with cultural coherence, technological efficiency and environmental awareness.
publisher Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario
publishDate 2024
url https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485
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first_indexed 2025-02-05T22:37:30Z
last_indexed 2025-02-05T22:37:30Z
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