To celebrate the centenary of its founding, the Higher Institute of Fine Arts of Tunis organized an international symposium on April 25, 2024, around the theme "Teaching Design, Designing Education." The call for participation was published on April 2, 2024.
This event brought together numerous design and art education experts to discuss practices, challenges, and perspectives in design education. Building on this rich reflection, the first issue of the journal "DEED" (Design Education) aims to deepen the exploration of the dual conception that links design, artistic practices, and teaching methods. It invites researchers to examine, from various angles, how the conception of design and creative practices influences and shapes pedagogical approaches, and conversely, how teaching choices impact the conception and transmission of these disciplines. The goal is to bring forth new innovative perspectives in this intersecting field.
What are the evolutions in design pedagogy? How can curricula and programs be rethought to address contemporary challenges better? What role should experimentation, interdisciplinarity, and societal dimensions play in the training of designers? These are some of the questions this first issue intends to explore, by highlighting the work from the ISBAT symposium and comparing it with other perspectives.
Our project aims to bring together experts, educators, and practitioners around design education, a constantly evolving field at the crossroads of multiple influences. Indeed, design shapes our perception of the material world while reflecting our understanding of the world of ideas. Rooting their practices in lessons from the past, educational systems in schools, institutions, and universities draw from their heritage to shape their current expertise. The echo of bygone eras resonates in their creations, testifying to the enduring nature of know-how passed down through generations. Far from being mere pedagogical models, the design of teachings informs and inspires their approach, guiding them in their technological explorations and quest for innovation. Sociologist Edgar Morin highlighted that "We face complexity when different interactions involve not only uncertainties but also contradictions." It is precisely this inherent complexity in design education that the journal "DEED – Design Education" seeks to explore. It examines the close links between pedagogical design, artistic practices, and their transmission methods. The objective is to bring forth new innovative perspectives in this intersecting field. By focusing on an epistemological context, design education offers a framework to understand its historical evolution, influenced by major artistic and industrial movements, as well as scientific revolutions that have reshaped our relationship with knowledge and learning.
The semantics of design have evolved, reflecting social and cultural changes. From a systemic perspective, design education is considered a complex system where each component interacts with the others, as theorized by Ludwig von Bertalanffy. The history of design education is rich with lessons, showing that pedagogical methods evolve with society and technology. Edgar Morin suggests that "we must learn to think in terms of systems." This systemic thinking is crucial for understanding the evolution of practices and effectively training the next generation of designers. Morin's approach involves both divergence and convergence, which are inseparable in complex thinking, not to reduce but to open our understanding and make something of it: "It is, therefore, about developing a theory, a logic, an epistemology of complexity that can suit the knowledge of man." Associating complex thinking with design education allows for the training of designers aware of global issues, capable of creating sustainable solutions and innovating responsibly. Diagrams then become powerful tools for visualizing and communicating these complex ideas.
The main themes we wish to address include, but are not limited to:
- Teaching Design: Past and Present
The history of design education is rich with lessons. It shows us that pedagogical methods evolve alongside societal and technological changes. Systemic thinking, which involves approaching problems holistically, has become crucial for understanding the evolution of design practices and effectively training the next generation of designer-researchers, teacher-researchers, and innovative experts in teaching methods and pedagogy.
- Pedagogical Design and Creativity
Creativity is at the heart of pedagogical design. To stimulate this creativity, it is essential to understand the needs, motivations, and aspirations of learners. Learning scenarios, including storytelling, case studies, and collaborative projects, immerse students in real contexts and stimulate their imagination.
- Pedagogical Design and Collaboration
Collaboration is a pillar of the design process. It promotes mutual learning and the development of essential social skills. As Gilles Deleuze expressed regarding rhizomatic research, "Make rhizome and not root, make the line and never the point!" This approach encourages cooperation and the co-creation of interdisciplinary and enriching learning experiences.
Invited articles will explore the synergies between a learner-centered approach, learning scenario design, creativity promotion, collaboration enhancement, as well as the integration of AI and the historical aspect in design education. They will address the integration of these approaches in curriculum design, the development of innovative pedagogical methods, and the assessment of student competencies in a holistic context.
- Pedagogical Design and Artificial Intelligence
The integration of Artificial Intelligence in design education opens new avenues for addressing creative challenges. It allows students and teachers to explore innovative paths, combining brainstorming and experimentation with digital tools and interactive media.