Overview

This book explores various pedagogical viewpoints and dialectical positions within the field of design education and the concept of proximity it has established with industries and manufacturing. Which Proximity in Design Education? frames a wide range of approaches in design studios on undergraduate, graduate, and postgraduate levels and their capacity to render meaningful and novel attitudes and actions beyond the classroom. The urgent call for resilience in the way we lead our lives has brought our global boundaries and social tensions to the forefront of the conversation, and there is a generation of students fully aware of our collective responsibility in this decisive decade. As such, educators need to rapidly adapt to new tools and ways of teaching design, whilst also being challenged on how to educate the designer for the pressing tasks of the near future. It presents optimistic solutions for how education can support renovated mindsets and efforts towards common goals. This book contains distinct visions of the world and its problems relating to proximity in design education. As such, the chapters present diversified solutions to these issues, which will be of interest to teachers and researchers working in design education.

Full Product Details

Author:   Rita Assoreira Almendra
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.675kg
ISBN:  

9781032835549

ISBN 10:   1032835540
Pages:   260
Publication Date:   30 January 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of figures List of tables List of contributors Acknowledgements PART I – Design Proximity(ies) in Design Education Chapter 1 – Draw(in) proximity – A Drawing-Based Strategy for Knowledge Transfer Rui Barreira, Susana Campos and Maria João Félix Chapter 2 – The New Fado of the students: Proximity between Utopia and Architecture Education Inês Nascimento Chapter 3 – Design Educators: Collective Agents of Change Carla Cadete Chapter 4 – The Synergies Initiative: Enhancing Interdisciplinarity through Problem-based Learning in Design Education Rodrigo Hernández-Ramirez, João Batalheiro Ferreira, Rodrigo Morais and Carlos Rosa Chapter 5 – Portuguese Educational Practices: the influences and consequences in the teaching of design to develop a relevant and contemporary curriculum André Casteião and Susana Barreto Chapter 6 – Liquid Proximity: Engaging and Alternative Ways of Interacting with Design Students Ricardo Lopez-Leon and Gabriela Gomez Chapter 7 – Proximity of Conjectures to Design Pedagogy Rupa Agarwal PART II – Design Approaches in Academic Context Chapter 8 – Food Design Education: Design for Food or Food for Design? – Different approaches to designing a change for our food systems. Mariana Eidler and Ricardo Bonacho Chapter 9 – Design Activism: a Humanitarian approach in an academic context Carla Cadete Chapter 10 – Textile Design: a transdisciplinary approach in higher education in Portugal Sónia Seixas, Gianni Montagna and Maria João Félix Chapter 11 – Urban design project-based teaching: the UQAM Praxis III lab approach François Racine Chapter 12 – Investigating the means utilized by the supporting staff in design studio courses: an interview study Pelin Efilti, Koray Gelmez, Enver Tatlısu, Tuğçe Ecem Tüfek and Onur Yılmaz Chapter 13 – Assessments in the design studio: self-reflecting on MDD (AUAS) methods Irene Maldini, Pamela Nelson, Paul Geurts and Gabriele Ferri Chapter 14 – Teaching Design in the Google age: redesigning the assignment Pedro Cortesão Monteiro and João Batalheiro Ferreira Chapter 15 – Design Thinking and the Proximity Argument – The Case Study of Engineering Students at a Portuguese University Violeta Clemente and Fátima Pombo PART III – Teaching-Learning Processes Chapter 16 – Teaching-Learning design through the contingency of COVID-19 Juan de la Rosa, Fabio Fajardo and Andrés Sicard-Currea Chapter 17 – Tall Tales: Reflecting on the Role of Dialogue in Design Studio Learning Suzanne E. Martin Chapter 18 – Portuguese Design Education on Materials – An Overview Pedro Ferreira, Rita Assoreira Almendra, Arlete Apolinário and Gabriela Forman Chapter 19 – Supporting the understanding of complex concepts through play situations Lotte Agnes Lausen and Eva Maria Oberländer Chapter 20 – A pilot study for introducing designing materials in design education Aline Silva and Rita Assoreira Almendra Chapter 21 – Exploring Student Perceptions of Product-Service Systems Pierre Yohanes Lubis and Bahareh Shahri Index

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Author Information

Rita Assoreira Almendra is a Full Professor at the Lisbon School of Architecture (FA-ULisboa) where she is Head of the Design Department and coordinates both the Design Doctoral Program and the nucleus of Design at CIAUD research centre. She holds a PhD in Design (2010) from FA-ULisboa, and a Master's in Design Management (2004) and an MBA with marketing specialization (2002), both from the Catholic University of Lisbon. Rita has worked for more than 20 years as a design researcher and educator, with numerous publications and master's and doctoral supervisions in this field. She is the founder and coordinator of the Research & Education in Design research group [redes.fa.ulisboa.pt], and was responsible for two editions of the International Conference on Research and Education in Design.

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