This paper, the first published of the three, appeared in a special issue of the International Journal of Design Sciences and Technology on practice-based research, edited by David Durling and Ken Freidman, and built on earlier papers published in the conference proceedings of Useful and Critical, Helsinki (1999), Doctoral Education in Design, La Clusac (2000) and Research into Practice (2000), Herfordshire, the latter a conference keynote presentation.
The paper sought to reveal something of the character of art and design thinking and making, by seeking to explain problems encountered in the supervision of doctoral students in terms of Simon’s (1969) problem solving and Schön’s (1983) reflective practitioner theories of practice. Schön’s (1983) theory is shown to provide a better explanation of these problems, and is then used to provide practical guidance on framing doctoral programmes in art and design.
The paper advocates that art and design research should be understood as original creation undertaken in order to generate novel apprehension and that the commitment to satisfying shared norms distinguishes this activity from everyday practice. These ideas rest on assumptions only touched on in the paper, that art and design is not essentially a knowledge acquisition process and that these disciplines already embody a transformational function (i.e., that satisfies the norms postulated in the paper). These assumptions are explored in the second and third papers put forward to assessment.
Since its publication, this paper has formed the basis of national and international keynote and invited presentations (see portfolio).
|Type of Research:||Article|
|Keywords/subjects not otherwise listed:||RAE2008 UoA63|
|Your affiliations with UAL:||Colleges > Chelsea College of Art and Design|
Colleges > Chelsea College of Art and Design
|Date:||01 January 2002|
|Deposited By:||INVALID USER|
|Deposited On:||07 Dec 2009 12:58|
|Last Modified:||10 Jul 2014 11:32|