| id |
ddss9466 |
| authors |
Moore, Kathryn |
| year |
1994 |
| title |
Abstract Into Reality |
| source |
Second Design and Decision Support Systems in Architecture & Urban Planning (Vaals, the Netherlands), August 15-19, 1994 |
| summary |
Skills associated with the art of design, imagination, intuition, visual, spatial and perceptual thinking, have generally been ignored by the educational system. These imaginal skills have been considered insignificant within a predominately positivist culture, disregarded as a valid measure of intelligence. Culturally, therefore, they remain relatively underdeveloped. A narrowly defined type of logic, reason and rationality has been regarded as the preferred form of knowledge, and as a consequence, significant and complementary ways of understanding and thinking have been neglected. This affects how we regard design, design processes and design theory. It is suggested that it also explains the divergence between design theory and design practice. This paper explores the relationship between the imaginal skills and design. Whereas the imaginal skills are often regarded as subjective and elusive, it is argued that the imaginal skills are cognitive abilities that can be taught, and that in doing so confidence is developed in different ways of thinking. This encourages qualitative or sensory understanding of space and place, a more comprehensive understanding of the vocabulary of design, and the ability to make connections between design expression and conceptual thinking. It considers the pedagogical programme of the undergraduate course in landscape architecture UCE, which aims to develop understanding of different ways of thinking as an integral, complementary part of the design process. |
| series |
DDSS |
| references |
Content-type: text/plain
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| last changed |
2003/08/07 16:36 |
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