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Design Education, Practice, and Research: On Building a Field of Inquiry

Fredrik Nilsson (Institutionen för arkitektur) ; Halina Dunin-Woyseth
Studies in Material Thinking (1177-6234). Vol. 11 (2014),
[Artikel, refereegranskad vetenskaplig]

This article reviews how the fields of architecture and design have developed during recent decades and discusses the relations and synergistic interplay between three constituent components: practice, education, and research. Design education has matured both as a field of practice and of inquiry since becoming a fully recognized component of the triadic interplay between these three parts. However, to date, these developments have mainly been discussed in terms of research and creative practice, and have not been discussed in terms of educational practice as an important, mediating factor. We argue that the three components, noted above, have become more equal with one another and more recognized in practice and academia and, further, that a phenomenon of “permeability” of various practices within the “continuum from creative practice to scientific research” has emerged. We further note that a new group of professionals combine the roles of professional practitioners, educators, and field-specific researchers, and argue that these “new practitioners” can contribute to a more robust, self-confident,

Nyckelord: Architectural research, design research, design practice, design education, dyadic practice, triadic practice, permeable practice, making disciplines

Formas 2011-75

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Denna post skapades 2014-08-30. Senast ändrad 2014-09-15.
CPL Pubid: 202140


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Institutionen för arkitektur (2005-2017)


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