Chapter 12 – The Mind in Design: A Conceptual Framework for Cognition in Design Education

Publisher Summary This chapter considers the role of cognitive content of design and design thinking as a basis for developing an educational approach. Various design researchers discussed cognitive approaches in design, and the role of knowledge and representations as a cognitive design-thinking tool. Most of these studies are related directly to design and design thinking rather than to the learning task in design learning and design education. Irrespective of the specific design domain, traditional educational models in design education are based upon the replication of professional-task performance. The measure of learning is generally equated with the evaluation of the product of designing rather than on what might be considered a learning increment. The cognitive properties of design learning have never been the subject of design education. As a consequence, there presently exists a lack of educational theories of learning that function as an underpinning of design education. It is now possible to demonstrate that the derivation of design knowledge through constructive processes, in itself, provides a medium for design learning. This chapter suggests that special design learning environments must be developed to enhance and supplement formal education and foster personal development in design learning.