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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/485 |
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| Sumario: | 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. |
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