Processing the method: Linking Deweyan logic and design-in-research

Dixon, Brian; French, Tara

doi:10.1016/j.destud.2020.100962

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Buchanan (1992) notes that design theory has tended largely toward neo‐positivism influenced not least by Herbert Simon and the founders and heirs of the design methods movement but that design practice in the design studio has always tended toward pragmatism. Buchanan (2015) further notes that design practice is distinguished by the principle that focuses on quality of experience , sometimes discussed in terms of design qualities in design education (Auernhammer & Roth, Forthcoming), in an inquiry focused on making (Dixon & French, 2020). John Dewey's theories of inquiry (Dewey, 1938) and aesthetic experience (Dewey, 1934) have been influential sources for design scholars who contend that the practice of designing reflects a pragmatist epistemology (see e.g., Buchanan, 1992, 2015; Dalsgaard, 2014; Dixon, 2019; Melles, 2008; Schön, 1983; Steen, 2013; Wetter‐Edman et al, 2018).…”

Section: Pragmatism and Studio Culturesmentioning

confidence: 99%

Design thinking as sensemaking: Developing a pragmatist theory of practice to (re)introduce sensibility

Eklund

Aguiar

Amacker

2021

J of Product Innov Manag

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Design thinking is based on designers’ creative ways of working and is defined as a formal method for creative problem solving aimed at fostering innovation by harnessing “the designer's sensibility and methods.” The basic premise is that design “thinking” can be extracted and separated from the situated practice of designing in the studio. This approach has given rise to a widely accepted nomenclature for describing design which has improved communication between designers and managers, leading to massive interest in adoption of design thinking in management settings. However, due to a widespread implicit cognitivism in the literature, scholars find it difficult to explain the cultural and experiential qualities of design thinking and it tends to be presented as a fundamentally cognitive, problem‐solving activity. We argue that these cognitivist tendencies preclude proper attention to and theorization of designers’ creative practice. We contend that the absence of a theory of practice prevents a deeper understanding of the contribution of design thinking to innovation, loses sight of the sensibility on which it relies, and hampers realization of the promise of design thinking. We develop an alternative theoretical perspective, grounded in a pragmatist theory of practice and the studio culture from which designers’ creative practice developed. This theoretical perspective allows design thinking to be understood as sensemaking, foregrounds imagination and improvisation as its core activities, and explains how sensibility is developed and nurtured. We review the design thinking literature through this pragmatist lens and discuss the implications for theory and practice of conceptualizing design thinking as sensemaking.

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Section: Pragmatism and Studio Culturesmentioning

confidence: 99%

Design thinking as sensemaking: Developing a pragmatist theory of practice to (re)introduce sensibility

Eklund

Aguiar

Amacker

2021

J of Product Innov Manag

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“…Both explore and utilize knowledge for different purposes, namely for artifact construction and theory generation. This relationship on the level of processes was discussed in the literature (Floridi, 2019;Dixon and French, 2020) and can be shown in Fig 4 . Based on the formulation of the logic of design into recursion (Zeng and Cheng, 1991), Zeng has further developed a framework of design science (Nguyen and Zeng, 2014;Zeng, 2004;Gu, 1999, 2001;Zeng and Yao, 2009) and an Environment-Based Design (EBD) methodology (Zeng, 2015;2004;, where everything including process was treated as an object. As product users and designers, human beings are considered central objects in the design theory and methodology they have been developing.…”

Section: How Does a Designer Enable The Transformation From Discovery...mentioning

confidence: 64%

Footsteps Towards a Transdisciplinary Design and Process Science

Tanik

Gatchel²,

Horváth

et al. 2022

JID

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“…The notion of design reasoning as different forms of abduction is still debated. There are what seems to be two themes within this debate, design reasoning described on a macro-level and on a micro-level (e.g., Dixon & French, 2020). Here, the prefixes macro and micro refer to at what level in the design process the reasoning were defined.…”

Section: Design Reasoning As Abductive Reasoningmentioning

confidence: 99%

Framing a holistic model of reasoning in the design process in technology education

Hultmark,

Engström,

Gullberg

2024

Int J Technol Des Educ

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Understanding the reasoning in the design process is essential to comprehend design practice and promote students’ learning. Followingly, to effectively support students through the design process, it is crucial to pay attention to their reasoning. Therefore, in this study, we have built a model for students’ reasoning in the design process in technology education to be used as a utility in further research. Here, reasoning is viewed as the process of using premises to reach a conclusion. Drawing from philosophy of technology and philosophy of technology education, the model introduces relevant concepts that are particularly useful in technology education. The model incorporates two types of reasoning: means-end reasoning and cause-effect reasoning. Means-end reasoning involves identifying actions to achieve a desired end. While cause-effect reasoning leads to conclusions in the form of beliefs about causes, effects, consequences, and side-effects, which is important when predicting and evaluating in the design process. The model highlights the interplay between these two types of reasoning, where students would constantly move between them in the design process. The model involves a holistic view of the reasoning and the design process, rather than taking a purely instrumental approach. That the model fuse two types of reasoning, makes it applicable at any point in the design process and across different contexts in technology education. Overall, the model provides a comprehensive view of reasoning in the design process in technology education.

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Processing the method: Linking Deweyan logic and design-in-research

Cited by 6 publications

References 24 publications

Design thinking as sensemaking: Developing a pragmatist theory of practice to (re)introduce sensibility

Design thinking as sensemaking: Developing a pragmatist theory of practice to (re)introduce sensibility

Footsteps Towards a Transdisciplinary Design and Process Science

Framing a holistic model of reasoning in the design process in technology education

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