Design Culture and Contemporary Education

2016 ◽  
Author(s):  
Therese Uri ◽  
Keyword(s):  
Design Culture ◽  
Contemporary Education

Light Side of Design: Professional Vector

2020 ◽  
pp. 23-33
Author(s):  
Elena A. Zaeva-Burdonskaya ◽  
Yuri V. Nazarov
Keyword(s):  
Professional Practice ◽  
Wide Spectrum ◽  
Scientific Basis ◽  
Design Culture ◽  
Interdisciplinary Nature ◽  
Educational Programmes ◽  
Design Activities ◽  
The Subject ◽  
Light Side

This article addresses one of the most actively developing types of design activities – light design. The article comprises quotes of the leading Russian and foreign light design specialists published over the previous five years, as well as the authors’ own conclusions. The thoughts quoted in the article are sometimes opposite to each other and reflect the wide spectrum of professional practice. They reflect the initial opinions of analysts and experts which are often diverging. All of the specialists point at the interdisciplinary nature of the new profession, which imposes additional load on a designer overloaded enough already by the scope and speed of the problems being solved nowadays. The discussion of the new profession of light designer initiated on the pages of professional publications is especially important in view of the development of professional standards and standards of design and architectural education, as well as creation of new educational programmes based on various approaches to the subject in technical and humanitarian institutions. The goal of this article is to introduce light design into the field of fully legitimate sections of design culture, to define the authentic scientific basis of the new creative profession, to initiate a foundation for self-determination of the new synthetic area, which materially affects the state of the profession as a whole and the life standards of a wide variety of consumers. In order to reach the set goal, a comparative and analytical method of study was selected, which allows studying the problem to a large extent and from all angles and finding the ways of overcoming the challenges emerging in the area of the new activity.

DESAIN PEMBELAJARAN UNTUK TRANSFORMASI SOSIAL (Studi Perbandingan Pemikiran Paulo Freire dan Ivan Illich tentang Pendidikan Pembebasan)

1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Technical Skills ◽  
Stable System ◽  
Open Learning ◽  
Learning Network ◽  
Contemporary Education ◽  
Ivan Illich

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

THEORETICAL AND METHODOLOGICAL ASPECTS OF UNDERSTANDING OF THE SYSTEM OBJECT IN DESIGN

2020 ◽  
Vol 1 (4) ◽  
pp. 5-10
Author(s):  
V. Barysheva ◽  
O. Druzhinina
Keyword(s):  
Scientific Research Institute ◽  
Point Of View ◽  
Design Stage ◽  
Comprehensive Understanding ◽  
Design Culture ◽  
Design Program ◽  
Methodological Aspects ◽  
Cultural Experts ◽  
Union Scientific Research Institute ◽  
Separate Product

The article is devoted to the analysis of the system object from the point of view of design from design, sociocultural and philosophical positions. The authors systematize the definitions of a system object of design proposed in the 1960–1980s by theorists and practitioners, art historians, cultural experts and philosophers from different countries, including Russia, which allows a comprehensive understanding of the phenomenon of design culture. This article is devoted to the characteristic properties of the system object in design. They were considered and analyzed on the example of the «Absheron» design-program when designing of agricultural village). This concept was developed at the All-Union Scientific Research Institute of Technical Aesthetics (VNIITE) in 1983. Using the same example, the features of the approach to designing a system object in design was observed not only as a separate product, but as a sociocultural situation that constantly changes at each design stage.

TO THE PROBLEM OF FORMING THE CATEGORIAL AND CONCEPTUAL APPARATUS OF THE COURSE “HISTORY AND METHODOLOGY OF DESIGN DESIGN”

2020 ◽  
Vol 1 (2) ◽  
pp. 8-15
Author(s):  
N. Aganina ◽  
D. Filonenko D.
Keyword(s):  
Design Theory ◽  
Comparative Method ◽  
Dynamic Structure ◽  
Cultural Analysis ◽  
Problem Statement ◽  
Conceptual Systems ◽  
Concepts And Categories ◽  
Cultural Approach ◽  
Conceptual Apparatus ◽  
Design Culture

The relevance of the study is due to the inevitable obsolescence of fixed concepts and categories of design theory that make up the theoretical foundation of the master's course “History and Methodology of Design”, which is associated with the closeness of the resulting categorical-conceptual systems. The aim of the study is to create a dynamic structure of concepts and design categories that form the categorical-conceptual apparatus of the course. As a methodological basis of the study, a cultural approach is used that allows one to "practically implement a systematic view" on a design that is in the process of constant development and updating. In the course of work, the following research methods are used: problem statement, definition and systematization of concepts and categories, comparative method, historical and cultural analysis. As a result of the study, the authors of the article propose to consider the system of concepts and categories of the course in the form of a “network” formed around the concept of “design culture”, the content of which is revealed using the category of “proektnost”. The proposed structure allows us to preserve the fundamental plurality of interpretations of the concept of design and justify the methodological pluralism of design practice.

Could There Be Deleuzian Assessment in Music Education?

2019 ◽  
pp. 121-136
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Education Policies ◽  
Philosophical Inquiry ◽  
Music Making ◽  
Musical Practices ◽  
Contemporary Education

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.

scholarly journals Formulating Modes of Cooperative Leaning for Education for Sustainable Development

2021 ◽  
Vol 13 (6) ◽  
pp. 3465
Author(s):  
Jordi Colomer ◽  
Dolors Cañabate ◽  
Brigita Stanikūnienė ◽  
Remigijus Bubnys
Keyword(s):  
Sustainable Development ◽  
Real Life ◽  
Education For Sustainable Development ◽  
Professional Life ◽  
Global Challenges ◽  
Life Problems ◽  
The Face ◽  
Contemporary Education ◽  
The Impact

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems [...]

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

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