A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Project-Based Design and Transdisciplinarity: Rethinking Approaches to Spatial Design Education
This paper proposes new approaches to spatial design education that are based on the synergy between the methodology of transdisciplinarity and Project Based Learning (PBL). The paper demonstrates that transdisciplinary methodologies remain theoretical and therefore cannot be implemented to solve complex real-life problems. Only by introducing risk-taking PBL methodologies, generating organic leadership and promoting short- and long-term learning using the components of transdisciplinary performance can real-life design projects be initiated to solve problems and empower all involved stakeholders. The paper analyzes PBL and transdisciplinary research (TR) methodologies as implemented in SpeeDesign projects. The projects were carried out in the Designers Clinic run by the Interior Design Department of COMAS (College of Management, Academic Studies). This clinic provides a unique platform positioned between design practice and academia with the aim of merging the field of design with the world of social involvement. The analysis demonstrates how the use of SpeeDesign can transform a spatial design engagement project into a new platform for emerging design methodologies. The analysis also shows how collaborative and participatory spatial design projects such as SpeeDesign can change spatial design education curricula by removing the current boundaries between academia and practice. To this end, all spatial design disciplines and practitioners—architecture, interior architecture, design and urban design practices, artists, social scientists and communities, as well as politicians, builders, entrepreneurs, economists, policy-makers and lawyers—must engage in reflection and debate toward establishing and implementing this type of short and long-term learning approach. Real-life projects can become a force for innovation and can generate change in the perceptions of all agents involved, as well as the overall perceptions, content, methodologies and outcomes of the entire discipline.
Project-Based Design and Transdisciplinarity: Rethinking Approaches to Spatial Design Education
This paper proposes new approaches to spatial design education that are based on the synergy between the methodology of transdisciplinarity and Project Based Learning (PBL). The paper demonstrates that transdisciplinary methodologies remain theoretical and therefore cannot be implemented to solve complex real-life problems. Only by introducing risk-taking PBL methodologies, generating organic leadership and promoting short- and long-term learning using the components of transdisciplinary performance can real-life design projects be initiated to solve problems and empower all involved stakeholders. The paper analyzes PBL and transdisciplinary research (TR) methodologies as implemented in SpeeDesign projects. The projects were carried out in the Designers Clinic run by the Interior Design Department of COMAS (College of Management, Academic Studies). This clinic provides a unique platform positioned between design practice and academia with the aim of merging the field of design with the world of social involvement. The analysis demonstrates how the use of SpeeDesign can transform a spatial design engagement project into a new platform for emerging design methodologies. The analysis also shows how collaborative and participatory spatial design projects such as SpeeDesign can change spatial design education curricula by removing the current boundaries between academia and practice. To this end, all spatial design disciplines and practitioners—architecture, interior architecture, design and urban design practices, artists, social scientists and communities, as well as politicians, builders, entrepreneurs, economists, policy-makers and lawyers—must engage in reflection and debate toward establishing and implementing this type of short and long-term learning approach. Real-life projects can become a force for innovation and can generate change in the perceptions of all agents involved, as well as the overall perceptions, content, methodologies and outcomes of the entire discipline.
Project-Based Design and Transdisciplinarity: Rethinking Approaches to Spatial Design Education
Blessing, Lucienne (editor) / Qureshi, Ahmed Jawad (editor) / Gericke, Kilian (editor) / Jacoby-Volk, Carmella (author) / Bar-Eli, Shoshi (author)
The Future of Transdisciplinary Design ; Chapter: 17 ; 221-232
2021-01-05
12 pages
Article/Chapter (Book)
Electronic Resource
English
Embedding Transdisciplinarity in a Spatial Planning Curriculum
| Taylor & Francis Verlag | 2022
Post‐Digital Transdisciplinarity
| Wiley | 2016