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| WHAT IS DESIGN? The nature of design is equally as complex as that of technology. Archer wrote that: “Design is that area of human experience, skill and knowledge which is concerned with man’s ability to mould his environment to suit his material and spiritual needs.” 1 Design is essentially a rational, logical, sequential process intended to solve problems or, as Jones put it: “initiate change in man-made things” 2 For the term “design process,” we can also read “problem-solving process”, which in all but its abstract forms works by consultation and consensus. The process begins with the identification and analysis of a problem or need and proceeds through a structured sequence in which information is researched and ideas explored and evaluated until the optimum solution to the problem or need is devised. Yet, design has not always been a rational process; up until the Great War design was often a chaotic affair in that consultation and consensus were barely evident. Design was not a total process. The work of participants in the process was often compartmentalised, each having little if any input in matters which fell outside the boundaries of their specific expertise. Thus, participants explored their ideas unilaterally, with one or another participant, through virtue of their “expertise”, imposing constraints upon all others. In this way, the craftsman has a veto on matters to do with skill or availability of materials, the engineer had a veto on technological considerations, and the patron alone could impose considerations of taste and finance. During the inter-war years the Bauhaus movement attempted to knit the design process into a coherent whole in that students were encouraged to study design in a way that was both total and detailed. That is, designers were expected to balance all the considerations that came to bear upon the design of particular artefacts, systems and environments. In this way, though, design quickly evolved into a closed activity - an activity in which all but the designers themselves has little if any valid input to make on questions of materials, taste . . . and so on. Designers came to exist within a social bubble, consulting no-one but other designers. The result was that many designs conceived particularly during the immediate post-Second World War period did little to satisfy the needs of users. Such designs were exemplified by the disastrous housing policies adopted by many local authorities in the UK who built residential tower block after residential tower block. These were essentially realisations of dreamy design concepts rather than solutions to the social, cultural and environmental needs of the local populations. |
| What is Design Thinking? As with design, there’s probably no one definition of design thinking everyone will agree on. The word design can refer to nouns such as designers, physical products, and style. The word can be a verb, as in process, create, and make. For example, Charles Burnette in his IDeSiGN curriculum calls it, “…a process of creative and critical thinking that allows information and ideas to be organized, decisions to be made, situations to be improved, and knowledge to be gained.” Lately many more people are talking and writing about the application of design thinking to intangible problems, design not only as a verb but as a way of — as Herbert Simon wrote — improving situations. I felt a need to review what has been said and define the term for myself before I could put it into use. Ways of thinking are always difficult to define, but I’m reminded of how Lao Tzu said “The tao that can be told is not the eternal Tao” yet he still managed to write a book about it. Based on a review of writing on the topic, I have synthesized for myself what I understand design thinking to be… Collaborative, especially with others having different and complimentary experience, to generate better work and form agreement Abductive, inventing new options to find new and better solutions to new problems Experimental, building prototypes and posing hypotheses, testing them, and iterating this activity to find what works and what doesn’t work to manage risk Personal, considering the unique context of each problem and the people involved Integrative, perceiving an entire system and its linkages Interpretive, devising how to frame the problem and judge the possible solutions I’m sure one could play with the language and categorization to find more or less characteristics, but I’m happy with just those six. |