A Study on the Philosophical Rationale of Industrial Design Education

Transcription

1 A Study on the Philosophical Rationale of Industrial Design Education Yung-Hsun Cheng Postgraduate School of Media & Games Design, Chienkuo Technology University Abstract The issue of academic approaches that relate to the rationale of instructional strategy and curriculum design is the subject of discussion in this paper. The nature and characteristics of the industrial design curriculum include uniqueness, experimentation, applicability, progression, economization, and socialization. It also has to have both local and global considerations in order to satisfy various standards and requirements of the market. There are four main approaches to industrial design education in philosophical rationale including personal, socio-culture, scientific, and futuristic approach. By using these approaches to examine the curriculum, the industrial design curriculum from certain institutions can then be improved. Recommendations were made following the discussion of the four main approaches to industrial design education. Keywords: industrial design education; curriculum; philosophical rationale - 1 -

2 1. Introduction John Dewey pointed out that "Philosophy is the general principle of education; and education is the laboratory of philosophy". The curriculum of education is not free from the influence of philosophy, especially, the aim, content, method and evaluation of curriculum, which are the four elements of curriculum (Wang, 1998). Industrial design has been introduced to Taiwan since 1962 (Lee, 1998). The discussion of practical issues on education has attracted more attention than the rationale itself. Despite this, the rationale of industrial design curriculum is still an essential part of the education. Curriculum is a product of basic assumptions, values, and beliefs of educational aims, contents, methods and evaluation, in terms of the rationale of philosophy (Huang, 1987). The discussion included in this paper will focus on the issue and attempt to clarify and define the philosophical rationale. 2. The content of industrial design education The idea of industrial design was first evolved in Great Britain in the mid 19 th (Huang, 1987). William Morris s arts and crafts movement, which emphasized the harmony of art and technology, was the foundation of the essential nature of modern design. The formal design educational system was nowhere to be found until early 20 th. The first design school, Des Staatliches Bauhaus, was established by German architect, Walter Groupius of Weimar, Germany in At Bauhaus, arts and technology were first combined in its curriculum (Chen, 1997). Moreover, curriculum was viewed as content or the subject matter, as program of planned activities, as intended learning outcomes, as cultural reproduction, as experience, as discrete tasks and concepts, and as an agenda for social reconstruction (Belbase, 2011). Moreover, it is understood that the curriculum of industrial design education provides a wide range of pedagogical content knowledge, in terms of interdisciplines

3 Nature of Industrial Design Education Uluoğlu's (2000) survey results have shown that design knowledge is conveyed to the student in units, which are built as a network of concepts normative or descriptive in nature. The lexicon employed in building the units, includes concepts that are names and attributes, are pertinent to the object and the subject. These are discussed under the declarative knowledge category. When procedural knowledge is in use, the structure becomes directional and has a magnitudal impact on actions and the course of design in various degrees. Plan, search, control, representation, and transformation were first introduced as procedural knowledge categories by Uluoğlu in 2000 (article was written by Belkis Uluoğlu for Designophy in 2006). The concept of studio-based work has been central to practices as well as education within design disciplines, such as architecture and industrial designs, for over a (Fallman, 2007). Although the origin of the knowledge may have the same content and its representation in the memory may be the same, it can be poured into different moulds when communicating based on the underlying purpose of the message. These moulds, in order of frequency of use are (1) interpretation, (2) coaching, (3) questions, (4) demonstration, (5) description, (6) completions, (7) examples, (8)reminders, (9) positive evaluation, (10) analogies, (11) problem statement, and design knowledge of use (12) scenarios, (13) conflict statement, (14) negative evaluation, and (15) others (Uluoǧlu, 2000). Figure 1 helps to conceptualize the complex relationship of teacher s content knowledge in industrial design with pedagogy knowledge in addition to knowledge required to infuse these concepts into classroom instruction. This knowledge combined with an instructor s general knowledge of pedagogy helps to contribute to a specialized form of pedagogical knowledge in industrial design education. In addition, the specialized knowledge of industrial design is often highly contextualized in the form of authentic - 3 -

4 application to design problems that are relevant to professional practice. While content knowledge refers to one s understanding of the subject matter and pedagogical knowledge refers to one s understanding of teaching and learning processes independent of subject matter, pedagogical content knowledge refers to knowledge about the teaching and learning of particular subject matter, taking into account its contextual learning demands (Philips et al., 2009). Therefore, teachers must not possess only the professional knowledge and practical experience in industrial design and industrial design education in the teaching of knowledge, which includes the educational philosophy, psychology and sociology of educational knowledge, but also teaching skills such as teaching materials and teaching methods that are more important in teaching and reminding students good professional ethics and attitude. Industrial Design Content Knowledge Pedagogical Content Knowledge Teaching for Industrial Design Knowledge of Pedagogy C P Industrial Design Content in Context Context Professional Practice/ Design Application C*P Pedagogical Context in Industrial Design Pedagogical Context in a Design Context Figure 1. Model of content knowledge, pedagogy, and context in industrial design education. Sources:(Philips et al., 2009) - 4 -

5 The substantive components of design education might remain a development of detailed facts and technical mastery (each experienced in its own particular ways). However, significant components increasingly will become the qualitative differences recognized among ways of experiencing, discussing and engaging with the world in the context of a rapidly changing world (Newton, 2003). Innovation shows particular importance to the design of industrial design education in ethics cultivation (as can mass-produced products directly affect the users and the environment). Hence, regarding design ethics and the purpose of the design Project, Findeli (2001) provides the following three conclusions: (1) In order to be able to define professional responsibility (i.e., not just the competence), a discussion on the purpose of design is necessary. (2) Priority should be given to the reform of design education. (3) There can be no responsible design without a responsible designer, i.e., education should also be devoted to the development of an individual s ethics. To sum up, it was found that many researchers showed commitment to ethics, sustainability and social responsibility through explicit statement of these terms in their online overviews. In addition, most of them proclaim themselves to be on a pedagogical mission to produce graduates who genuinely understand the present and future impacts of design on society, the planet and the environment that sustains all living creatures. However, they cannot help but also to take economical viability into consideration at the same time (Ramirez, 2012). Again, the interdisciplinary nature of industrial design discipline is for sure due to the characteristics of integration of multi-disciplines Philosophical abstract of education and curricular theories The study of IACP (Industrial Arts Curriculum Project) claims that human - 5 -

6 knowledge can be classified into four categories including: descriptive, normal, formal and practical knowledge (Herschbach, 2009). The knowledge of industrial design primarily belongs to practical knowledge (Chen, 1997). Currently, many industrial design schools provide foundational course of design. However, each school emphasizes different principles of design education, such as form and aesthetics, problem solving and CAID (Computer Aided Industrial Design) etc. (Chen, 1997). Nevertheless, the common nature and characteristics of industrial design curriculum can generally be identified as follows (Cheng, 2001): (1) Uniqueness: The philosophy of the curriculum is to emphasize the study of differentiation and uniqueness. The element of creativity is an essential part among several different disciplines. Nevertheless, in comparison with others, industrial design emphasizes on inspiring the creativity of students in the curricular design. The main value of design is to provide unique and creative solution by using the design technique and knowledge. The definition of creativity can be described as a phenomenon whereby something new and valuable is created (such as an idea, an artistic or literary work, a painting or musical composition, a solution, an invention etc. (Wikipeida)). In order to achieve this objective, the curricular design shall be tailored to meet users' requirements. The nature of creativity is to overthrow the traditional concepts and cognition. Therefore, both change and uniqueness are crucial elements in the design process. (2) Experimentation: The experimental processes are stressed during the studio course, which includes product planning, idea sketching, user testing, and prototyping etc. All of these design processes are experiential and require direct student participation in the testing. The curricular design encourages the students to take on problems and create reasonable solutions to the problems. The problem-based learning (PBL) is one of the important teaching methods in the - 6 -

7 education. It is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation (Hmelo-Silver, 2004). (3) Applicability: Industrial design is the use of both applied art and applied science to improve the aesthetics, ergonomics, functionality, and/or usability of a product. It may also be used to improve the product's marketability and even production (Noblet, 1993). Therefore, the main objective of the curricula design is utilizing the knowledge synthetically, and eventually generating creative proposals. The students have to learn how to design proper products taking into consideration the limitations of manufacturing, ergonomics and market requirements by applying the knowledge and skill that they learn from these subjects. (4) Progression: The principal objective of industrial design curriculum is to provide a better quality of life. In addition, the philosophy behind industrial design certainly believes that the value and meaning of design is to improve the material culture by offering more sophisticated solutions, in terms of function, appearance or price etc.. Most design philosophies emphasize the development of knowledge. In contrast, the perennial concept and knowledge is being challenged. This is due to the nature of the curriculum, which is to encourage students to deal with changes. Logically, the next generation of products has to be more sophisticated than the older one. (5) Economization: One significant difference between art and design is that the design discipline has to meet the limitations and needs of economical production and the market requirement. Thus, industrial design curriculum has to include the virtue of economization. In the educational system, it is crucial to teach students to be able to deal with - 7 -

8 the knowledge and how to balance and compromise between the limitations and needs among several subjects. This is why industrial design is often characterized as "compromised art or philosophy" while at the same time being viewed as an important philosophy of the curricula design. (6) Socialization: Most end users of industrial products are human beings. Hence, the cognition and mental model of humans play a vital role in affecting the trend of industrial design discipline. The curricular design cannot be achieved without taking the factors of socio-culture into consideration. This is due to user s needs are likely coming from a particular background and socio-culture of daily life. Thus, a successful product design is closely associated with the degrees of socialization. This is different from conventional design philosophy. (7) Local and global view: An industrial product is to satisfy certain needs of our daily life. Such material culture surrounds us all the time. The relationship between humans and the man-made environment is so intimate that the needs of various industrial products are often reflected in the curricula design. On the other hand, due to the development of efficient manufacturing, distribution and marketing channels, industrial products have had higher mobility than they used to be. Moreover, in order to meet the standards and the requirements of different markets, it is necessary to include the local and global view in designing the curriculum. It is important to be aware that philosophy can inspire our activities and also give direction to our everyday practices. In order to discuss the philosophical rationale of industrial design education, it is necessary to review the educational viewpoints of philosophy in terms of historical development. Table 1 contains various viewpoints from different periods and scholars

9 Table 1 The philosophical abstract of education and curricular theories. Schools Eras Viewpoints Representatives Idealism Grecian era ~19 th The purpose of education is to allow a person to obtain harmonic development in both physical and mental aspects, thereby achieve self-actualization. Socrates; Plato; Hegel Humanism 14 th ~ now The aim of this orientation is to foster individual growth and self-actualization. Education is recognized as a process to lead the development of human perfection. The harmony and consistent development of physical and mental morality are emphasized. The education believes that the purpose of humantic education is to teach a person to be a person. Vittorino; Erasmus; Hegel Realism 17 th Education is a learning process of the study of scientific intelligence, practical knowledge, technology and arts. It focused on the study of natural science after F. Bacon s inductive method. Commemius; Locke; Rousseau; Whitehead Individualism End of 17 th The responsibility of education is to facilitate a perfect life for individual student and to respect individual s freedom and personal development. Locke; Spencer Naturalism 18 th To respect internal teaching of individual and develop his talent naturally and substantially. Rousseau Marxism 19 th ~20 th To respect the external education of individual student and believe the aims of education are processes of training students to participate in the activity of social production. In addition, recognizing materials is the foundation of social Marx - 9 -

10 structure. Existentialism 19 th ~20 th To prompt the education of personality. Kierkegaard; To believe liberal arts may liberate Nietzsche; personality and create one s mind. Heidegger Through irrational existential philosophy coping with the rational philosophy of traditional inhumanity in order to solve the crisis of philosophy. The school of sociology End of 19 th Education is a process of facilitating one s socialization. It is the transition period from personal to socio-personal or group-personal. In a sense, the education emphasizes the value of intelligences. Durkhein Cultural philosophy End of 19 th Education is a process of delivering and creating social culture, as well as creating cultural contents. Spranger; Stern Craftism End of 19 th Through craft and mental education, the physical and psychological development can be achieved in every student. Therefore, student can achieve the level of independence and devote himself to the society. Ultimately, the practice of ethics can be achieved in the society. Scherer; Kerschensteiner Personalism Education is a process to cultivate or shape one s personality. Student s mental life can be incubated independently through cooperation with religion, moral, art and science. Analyticalism 20 th Education is a process of mental inspiration through thinking and cognitive model. Peters Experimentalism Beginning Education is growth through the reform Dewey

11 of 20 th of individual experience in order to solve the difficulty and problem of daily life. Reconstructionism 20 th The purpose of education is to reconstruct a new society, solve the cultural crises and point out the direction of social efforts through scientific attitude. Brameld; Bagly Essentialism 18 th ~20 th A combination of Idealism and Realism based on the ideas of truth, goodness and beauty. Horne; Bagly Progressivism 20 th The purpose of education should not be Pierce; James kept consistent and unchangeable. It has to try and meet the needs of changeable setting. The educational goal is to emphasize on the development of one s perfect personality under the criteria of democratic society. Positivism 20 th The truthful knowledge has to be scientific, logical, and mathematical. All sciences have to be applied in a positive manner in order to test and prove all concepts and theories. Hardie; O Connor Perennialism 20 th This orientation is the oldest philosophy of Huntchins education, stemming historically from the classical. To pay respect to teaching of traditional knowledge and believing in the existence of commonness on human nature. Therefore, education has to provide common learning materials for each student. Critical theory 20 th School should encourage critical thinking by applying class discussion and believing the balance between history, social disciplines, and natural sciences Macuse; Habermas

12 during the curricular design. Futurism 20 th The goal of education is to help students predicting the change of future by means of various teaching methods such as role-play and game simulation etc. to introduce the future. Toffler; Kahn; Strudler Sources: (Chen, 1997; Chung, 2000; Doll, 1993; Elias & Merriam, 2005; Huang, 1987; Hsu, 1988; Kanuka, Smith & Kelland, 2013). 3. The philosophical rationales and their effects Ornstein (2011) states that four major educational philosophies that have great influence on school curriculum in the United States are: perenialism, essentialism, progressivism, and reconstructionism. These curriculum images under different philosophical underpinnings largely shaped the school mathematics curriculum in the US and across the globe. Ornstein (2011) introduces these philosophical standpoints in relation to curriculum as traditional philosophy (perenialism and essentialism) and contemporary philosophy (progressivism and reconstructionism). Mathematics education curricula also have been considerably influenced by the context of these ontological, epistemological, and philosophical perspectives and beliefs of educators. Based on the classification above (table 1), there can be several philosophical rationales related to the education of industrial design as discussed in the following (Yeh, 1998): (1) Progressivism Progressivism is originated from the Pragmatism, which is also known as the Instrumentalism. There are at least two major viewpoints of philosophy in industrial design: (a) There will always be change and change can be the nature and root of truth, or opposite the knowledge of authority, or perennial concepts; such as religion, politics, morality and the concept. (b) The

13 inter-capability, especially the ability of reconstruction, is abounding within humans themselves. To name a few, John Dewey, Charles S. Pierce and William James are all representatives of Progressivism. The basic principles of Progressivism can be summarized as follows: (a) Education is not preparing for the future life, but life itself; (b) Learning must directly relate to the interest of student; (c) Problem-based learning is better than traditional learning method; (d) The mission of tutor is not to be an instructor, but a consultant; (e) The instruction has to encourage the cooperation rather than competition among students; and (f) Education has to be democratization. The principle of Progressivism has dramatically effect on modern education. More importantly, one has to treat knowledge as a tool of learning but not purpose (Hsiao & Chang, 1997). However, it is the curriculum that can ultimately increase the learning interest of student. A well thought out curriculum must assure that teaching has to be individualized, interesting, and with diversity and multiplicity. The principles of Progressivism meet the spirit of industrial design curriculum, which includes the factor of progression and improvement. The curriculum is designed to pursuit better solution. Hence, it meets the principle of Progressivism. Both progression and improvement factors reflect that knowledge can be changed and improved without ending. The principle of curriculum shall always take the individual s need into consideration. Therefore, it is necessary to balance the choice of individual learning. In addition, the internal ability, especially reconstruction has to be recognized on the curricular design. (2) Perennialism Perennialism was first documented during the period of British colony to the late 19 th. It is one of the oldest educational philosophies (Hsiao & Chang, 1997). Perennialism is opposite thought to Progressivism in that it does not emphasize on the generalization of change (Yeh, 1998). It believes that all concept and value can be described as unchangeable. Perennialism claims that

14 education has to return to the principle of absoluteness. The generalized truth is recognized as the foundation of education. The basic principle of education will always remain unchanged. There are six principles for Perennialism: (a) Both human nature and knowledge will remain unchanged in different environment; (b) Education has to inspire ratio and control instinct and desire. Moreover, it has to meet the purpose that has already been decided; (c) The mission of education is to teach the knowledge that is a perennial truth; (d) Education is not imitation of life but preparation; (e) Student learns basic subjects in order to acquire the perennial knowledge, which exists in the world; and (f) Student has to study various unique literature, philosophy, history and science. Perennialist believes these subjects reflect how the authors expressed their expectation and achievement after many years of inspiration. The spirit of industrial design curriculum is opposite to control instinct and desire. It encourages students to search for means to satisfy the needs of human being. It also provides a mechanism to improve the standard of human knowledge. Industrial design curriculum is adapted to the needs of social setting. The education has to take into consideration the development of environment and not to ignore the function of educational adaptation. Nevertheless, Perennialism emphasizes on the study of basic subjects (Yeh, 1998). This is beneficial to the student in continuing their learning desire, which will eventually improve the nature of industrial design curriculum. In addition, the basic principles of aesthetics are adapted to the philosophy of Perennialism as a result of the unchanged nature in areas such as symmetry, balance, proportion, rhythm, unity and repetition. These special characteristics can also be visualized from the engineering side, as the industrial design contains both subjects. (3) Essentialism Essentialism is opposite to Progressivism. It believes the experience of social tradition. The experience is an accumulation of many people's contributions. Its principle stresses the importance of curriculum. This is

15 different from Progressivism, which focuses on the learning method. Curriculum can be divided into essential and non-essential parts, in terms of the Essentialism. The essential knowledge has to be studied masterfully. In addition, it emphasizes that teacher is the center of instruction. Student has to study hard and the individual learning interest is ignored. To achieve a prosperous future is the main purpose and the position of teacher has thus been promoted in such a principle (Yeh, 1998). The curriculum of industrial design tends to emphasize on the multiple development despite the course of Bauhaus is still the basic structure of modern curricular design. The new philosophy of design has evolved into a diversified era. This may be the discipline that is dramatically affected by different valuation, which derived from different socio-culture background. Therefore, the essential knowledge is becoming unpopular in the curricular design. Nevertheless, some golden rules in the contents of curriculum will always remain the same. For example, the principles of aesthetics and physics, which were invented by many great artists and scientists, can be applied to the design activity. That is to say, the essential knowledge does exist in the design curriculum. Therefore, the philosophy cannot be ignored when the curriculum is designed. (4) Reconstructionism Reconstructionism succeeds to the spirit of Progressivism. John Dewey first suggested the term of Reconstructionism in his book- "Reconstruction in Philosophy" (Yeh, 1998). The main purpose of its principle is to reconstruct the society in order to adapt the modern culture. Therefore, education has to take the responsibility to create the new order of society and realize the valuation of culture, as well as to harmonize with the basic economic and social power of modern society (Cheng, 2001). The principle of Reconstructionism also stresses that each individual is modeled by the society. Hence, the society has to take the responsibility to effect the school education. Throughout the educational system, everyone in

16 the society is affected. Therefore, the society can remodel the individual and at the same time, the individual can realize the need of reforming the society. In doing so, the society reform is practiced. The principle of Reconstructionism also believes that curriculum has to meet the need of each individual student. The equal opportunity of education is important. These concepts satisfy the philosophy of industrial design curriculum that emphasizes on the relationship among individual, society and material culture (Yeh, 1998). After the Progressivism, the Reconstructionism may be one of the most important philosophies that affect the trend of industrial design curriculum. This is largely due to the principle of Reconstructionism does take into consideration the man-made environment and also material culture. The curriculum of industrial design is supposed to reform the order of modern culture and at the same time take into consideration the standard of material culture. However, the influence of school on the society is so exaggerated that the affection of society may be stronger than school, in terms of the principle. In summary, the spirit of industrial design discipline is intended to meet the philosophy of Progressivism, owing to its nature and characteristic in pursuit of improvement. However, the Reconstructionism that emphasizes the culture values and social order has become the new trend of industrial design education. (5) Constructionism Constructionism is opposite to the Instructionalism in terms of the acquisition of knowledge (Chung, 2000). There are three basic principles in the Constructionism: (a) Knowledge is the individual s cognition to build the construction actively, but not accept or absorb passively; (b) The function of cognition is adaptation, which shall be used in constructing the world of experience, but not finding the reality of texts; and (c) Knowledge is a social construction through negotiation and consultation between individual users (Kau, 2000). The principle of Constructionism claims that the originality of

17 knowledge comes from the interaction between mental construction and knowledge contents (Hsiao & Chang, 1997). The social Constructionism balances the knowledge of individual subject and social object. The instructional strategy of Constructionism not only provides the method such as problem-based and co-operative learning method, but also represents a wider teaching setting (Hsiao & Chang, 1997). The curriculum of industrial design is to match the requirement of social setting through design. The knowledge comes from the interaction between the individual user and social environment. In other word, the knowledge is generated from both sides. The quality of man-made environment is decided throughout the processes. The key is to explore the knowledge from micro level (Individual) to macro level (Society) with both subjective and objective views. The spirit meets the nature of the design curriculum that requires active action on gathering knowledge. Using these principles mentioned above to examine the curriculum, the industrial design curriculum from certain institutions can certainly be improved: (1) The philosophy of industrial design curriculum is based on the philosophy of Progressivism. Knowledge is recognized as a tool of learning, but not final purpose. It emphasizes on the studio course. The subjects such as product design and project design require lots of clinical learning. (2) The philosophy of Reconstructionism succeeds to the spirit of Progressivism. It concerns the quality of material culture and meets the aims of industrial design education. The principle extends its effect up to a macro level, such as the development of society and cultural value. The discipline cannot link with the social setting without considering these factors. (3) Although Perennialism is opposite to the philosophy of Progressivism, it

18 claims the vital basic subjects, such as language, physics, design introduction, and basic skills like product analysis, idea sketch and computing lesson. Essentialism emphasizes the importance of curriculum and unchangeable nature of knowledge. The philosophy seems not matching the idea of industrial design education. However, the concepts of requiring study hard, pressure, teacher center, and traditional learning method are still the essential element of good quality education. (4) The nature of the design curriculum has to emphasize on learning rather than teaching. It also has to teach the learner how to learn, and provide the experience of reality for constructing his own knowledge in terms of Constructionism. Therefore, the curricula design has to offer the opportunity to the students through a practice project or internship design. 4. Discussions Based on the discussion above and classification included in table 1, one may derive four approaches, which are closely linked with industrial design education in philosophical rationales. Namely, influence of educational philosophy on the education of industrial design and their rationale can be based on these four viewpoints as presented in table 2 Table 2 Educational viewpoints of different approaches Approaches Schools Educational Viewpoints Personal approach Idealism Individualism Personalism Naturalism Existentialism The school of Analytics Humanism Progressivism Perennialism Education is a process of leading and inspiring human s mental development. It is the foundation for achieving a satisfying life. The goal of education is to respect the liberty, personality, and internal development of individual student. The curricular contents of literature, arts, ethics and traditional knowledge are emphasized during the instructional processes

19 Socio-culture approach Marxism The school of sociology Culture philosophy Craftism Critical theory Reconstructionism The purpose of education is a process of socialization. Moreover, it emphasizes external education and prompts a student to independently and initiatively dedicate himself to his group. Therefore, social approach must emphasize intellectual education, critical thinking, craft education, social activity of production, and transmitting and creating the curriculum of social history and culture. Scientific approach Realism Experimentalism Positivism Education is a reform of individual experience. It advocates the instruction of practical knowledge, in terms of the curriculum of science, logics, math, and technology. Futuristic/ whole approach Essentialism Futurism Education is to help students to adapt to the social change of the future. It also combines the Idealism and Realism in order to achieve the spiritual idea of truth, goodness and beauty thus linking to the instruction of simulation, playing, gaming and foresight. Sources: organised by the author 4.1. Personal approach Due to direct link with social responsibility, it is important that the design education should incubate the design character of each student. In addition, the trait of creativity should emphasize on differentiation. Therefore, in order to achieve a better quality of design, in terms of truth, goodness and beauty, it is crucial to teach and enable students to present these special quality by learning the subjects, such as the knowledge of design aesthetics, including moral of being an honest designer (Attitudes), ability for design critiques between good and bad (Knowledge), and skill in creating beautiful material

20 culture (Talent), in addition to the basic professional training Socio-culture approach The researcher believes that the social responsibility of a designer is larger than that of an artist. To use chair design as an example, a good or bad design may have direct impact on people s daily life than the influence of a sculpture does. In a sense, three goals are set for the design education in terms of social perspectives, which are: (a) to allow students adapt to social environment successfully; (b) to prompt the progression and harmony of society, and (c) to succeed society, history and culture. Therefore, a designer should be brave in facing challenges and become a leader to reform socio-culture of the society. Otherwise, a designer may become a commercial tool and lose his or her social responsibility without considering the culture identity of designed goods. Hence, to prevent from design hegemony, it is crucial to create design identity for different country or region Scientific approach Based on the statement of Bauhaus design school in 1919, design cannot be taught, but inspired (Wang, 1997). It is possible to apply science or technology into the design education or practice to facilitate the learning or process of design. The shrinkage of design time and cost is always the major concern of modern design. In fact, current design education primarily emphasizes only on scientific and technological development. However, it is more important to improve the logical ability of the students. This is because that most of the design students are content with sensational characteristic in comparison with others. In addition, the design discipline is largely dependent upon creativity and inspiration to facilitate the development of design. Therefore, the weakness of logical thinking may affect the achievement of design production and management Futuristic/whole approach The proposal of design is always a response to the trends of socio-culture

21 - or design as culture itself. Hence, the outcomes of design have direct link with material culture. Moreover, the nature and core value of design discipline is to predict future, no matter how far the future is. In fact, it is necessary to provide the discipline of futurology and predictive analysis in the modern design education. By means of scientific or philosophical knowledge, a student is able to prompt his or her ability of foresight and adapting to the future environment. An architect once said, "Design is philosophy"(lee, 1998). This is a higher level of design literacy as compared to the thought that recognizes design as arts, science or function. Philosophy initiates the decision of the curricula design. The curriculum of industrial design has to reconsider its position and clarify sphere by the examination of philosophy. In the 21st, owing to the dramatically change of science, technology, values and social-culture, it is important to set up the philosophy that effects the curricular design. The essence of this paper can be better summarized with a statement from Oyoung (1998): "The philosophy is one of value that affects the curricular design, but not the only one. Nevertheless, the best philosophy of industrial design curriculum is the philosophy that helps every student setting up his or her own philosophy of learning". In a sense, philosophy is the inspiration at deciding for the design curriculum, and also the crystal of the education. References Belbase, S. (2011). Philosophical Foundations for Curriculum Decision: A Reflective Analysis. ERIC, ED Chen, B.C. (1993). Educational reform and curricular study. Taipei: Se Ta Publisher. Chen, W.I. (1997). Design Literacy- towards a new discourse. Taipei: Asia Pacific Press, pp Cheng, W.J. (2001). The Sociological Rationale of the Industrial Design Curriculum, Changhua: 4 th UICEE Conference Engineering Education

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24 工 業 設 計 教 育 哲 學 理 論 基 礎 研 究 鄭 永 熏 建 國 科 技 大 學 數 位 媒 體 設 計 系 暨 媒 體 與 遊 戲 設 計 碩 士 班 摘 要 本 文 討 論 的 主 題 涉 及 教 學 策 略 和 課 程 設 計 的 理 論 基 礎 質 言 之, 是 探 討 工 業 設 計 課 程 設 計 的 目 標 內 容 方 法 與 評 估 等 相 關 理 論 與 實 務 工 業 設 計 課 程 的 本 質 和 特 徵 包 括 獨 特 性 實 驗 性 應 用 性 進 步 化 經 濟 性 和 社 會 化 它 還 必 須 有 本 地 和 全 球 化 考 量, 以 滿 足 各 種 標 準 和 市 場 的 要 求 有 四 種 主 要 取 向 與 工 業 設 計 教 育 相 關, 被 視 為 其 哲 學 的 主 要 理 論 基 礎, 包 括 個 人 社 會 文 化 科 學 和 未 來 派 的 研 究 取 向 工 業 設 計 課 程 從 某 些 制 度 而 言, 使 用 上 述 研 究 取 向 來 檢 驗 課 程, 以 便 獲 得 改 進, 本 文 據 此 提 出 四 項 建 議 關 鍵 字 : 工 業 設 計 教 育, 課 程, 哲 學 理 論 基 礎