scholarly journals Innovative Design Within Tradition - Injecting Topos Structures in C-K Theory to Model Culinary Creation Heritage

Author(s):  
Armand Hatchuel ◽  
Pascal Le Masson ◽  
Benoit Weil ◽  
Daniel Carvajal-Perez

AbstractIn “Grande cuisine” creation and tradition co-evolve in a rich number of ways. Great chefs still use recipes from the 19th century and may also reinvent gastronomy itself. The creation heritage of culinary Art is the paradoxical capacity to both “respect” tradition and “break” its rules. Building on C-K theory, we show that such creative heritage needs multiple and independent layers of knowledge that “speak” of basic fixed objects. These properties correspond to general mathematical structures that we find in Topos theory. Thus, C-K/Topos predicts creative design strategies that can respect tradition in different ways. It also proves a form of “innovation within tradition” - “sheafification” in Topos words- that is not a compromise and builds on tradition itself. These findings fit with the lessons of great books of gastronomy. C-K/Topos has a wide scope of validity: it applies to any innovative design that needs preserving systemic structures, like engineering systems or social and environmental systems. C- K/Topos models with a high generality how local and radical innovation can warrant systems incremental change. C-K/Topos will have implications for teaching and research.

2016 ◽  
Vol 37 (1/2) ◽  
pp. 2-12 ◽  
Author(s):  
Zhixian Yi

Purpose – In the digital age, constant changes in libraries inform contemporary building design. An innovative library building design is a complicated process and can be viewed as a continuous process of the use of tacit and explicit knowledge and innovative tools and approaches. Knowledge management (KM) can bring about the much needed innovation, and transform tacit knowledge to explicit knowledge. For the design of a library to be successful, it is necessary to apply KM to library building design. The purpose of this paper is to look at key change impacts, to explore how to manage knowledge in building design and to identify key design principles. Design/methodology/approach – This paper looks at key change impacts, explores how to manage knowledge in library building design and pinpoints design principles. Findings – This paper finds that KM can be vital to library building design, and it can be used in all stages: to examine the internal and external environments, transform tacit knowledge to explicit knowledge by using portals, and analyze existing and future issues and trends. When effectively used, KM will result in innovative design strategies and also will reduce the time and costs of the building design and plan processes. The main principles of library building design are flexibility, accessibility, safety and security, applicability, adaptability, efficiency, and sustainability. Practical implications – This paper provides a useful overview of how to manage knowledge in library building design and design principles. Originality/value – The views, discussions, and suggestions will be of value to improve the effectiveness of library building design.


2020 ◽  
Vol 19 (6) ◽  
pp. 544-563
Author(s):  
Michael Geiss ◽  
Johannes Westberg

In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.


Designs ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 39
Author(s):  
Prabaharan Graceraj P. ◽  
Jacquelyn K. Nagel ◽  
Christopher S. Rose ◽  
Ramana M. Pidaparti

This paper discusses the investigation of a Concept-Knowledge (C-K) theory based approach for generating innovative design solutions in bioinspired design projects. Undergraduate students enrolled in sophomore engineering design courses at both the University of Georgia (UGA) and James Madison University (JMU) completed bioinspired design projects using C-K theory based templates. Hypothesis testing, principal component analysis (PCA) and support vector machine (SVM) techniques were applied on the students’ performance scores of a C-K theory based bioinspired design process to identify the biomimicry attributes which supported the evolution of innovative design solutions. Results from the analysis suggest that the C-K theory based approach is useful for generating innovative design solutions.


ce/papers ◽  
2021 ◽  
Vol 4 (2-4) ◽  
pp. 1021-1030
Author(s):  
Matthias Kraus ◽  
Sharmistha Chowdhury ◽  
Idna Wudtke

2007 ◽  
Vol 2 (3) ◽  
pp. 228 ◽  
Author(s):  
Alaeddine Zouari ◽  
Michel Tollenaere ◽  
Habib Ben Bacha ◽  
Aref Younes Maalej

2021 ◽  
Author(s):  
◽  
Renee Pescini

<p>This thesis examines the spatial comprehension and perception of architectural interior spaces through the diverse variables of colour, light and volume. The research methodology is through experimentation, adapted from the Stanford design thinking innovative design analysis process. The purpose of this research is to understand the effects of manipulating colour, light and volume in architectural interior spaces. This will be explored through various design strategies and techniques to achieve the desired experience and human emotional response in a positive atmospheric manner. This will allow architects and designers interested in applying colour, light and volume more efficiently within the interior built environment with the purpose to achieve certain atmospheric qualities and experiences. This thesis will be of particular interest to those designing to create atmospheric qualities and human emotional driven responses in interior architectural spaces. Pleasant and stimulating are the key human emotional responses that the research experiments and observations focus on.</p>


Author(s):  
Xinyi Tan ◽  
Chang Yu ◽  
Yongwen Ren ◽  
Song Cui ◽  
Wenbin Li ◽  
...  

This review underlines innovative design strategies for CO2RR system, also distinctively presents the current status and new trend.


Author(s):  
Armand Hatchuel ◽  
Pascal Le Masson ◽  
Benoit Weil

AbstractHow can we prepare engineering students to work collectively on innovative design issues, involving ill-defined, “wicked” problems? Recent works have emphasized the need for students to learn to combine divergent and convergent thinking in a collaborative, controlled manner. From this perspective, teaching must help them overcome four types of obstacles or “fixation effects” (FEs) that are found in the generation of alternatives, knowledge acquisition, collaborative creativity, and creativity processes. We begin by showing that teaching based on concept–knowledge (C-K) theory can help to manage FEs because it helps to clarify them and then to overcome them by providing means of action. We show that C-K theory can provide scaffolding to improve project-based learning (PBL), in what we call project-based critical learning (PBCL). PBCL helps students be critical and give due thought to the main issues in innovative design education: FEs. We illustrate the PBCL process with several cases and show precisely where the FEs appear and how students are able to overcome them. We conclude by discussing two main criteria of any teaching method, both of which are usually difficult to address in situations of innovative design teaching. First, can the method be evaluated? Second, is the chosen case “realistic” enough? We show that C-K-based PBCL can be rigorously evaluated by teachers, and we discuss the circumstances in which a C-K-based PBCL may or may not be realistic.


2006 ◽  
Vol 532-533 ◽  
pp. 761-764 ◽  
Author(s):  
Fu Ying Zhang ◽  
Yan Shen Xu ◽  
Qing Ping He

Many solution tools TRIZ provided, such as innovative principles, technology evolution, have been widely used for product innovative design in last decade. The key using TRIZ to improve design is the correct definition and solving of technical problems. However, it’s difficult for engineers to discover the inherent problems of product, especially for complex engineering systems. Therefore, this paper proposes a whole process model for product systematical innovation design, whose objective is to obtain ideal solution and whose technical method is to analyze and solve conflicts. This model integrates the definition, analysis of problems from top to bottom, with the resolving of problems from bottom to top, and will contribute to a systematic and operable process for problems definition, analysis, resolving. A practical application of this work is also presented.


Sign in / Sign up

Export Citation Format

Share Document