“I think that the English departments have made it possible to have a career teaching English without caring much about literature or knowing much about literature but just producing rather trite, formulaic, politicized readings of this or that text.”
Substitute ‘design’ for ‘English’ and I think you get a pretty good analysis of the problem facing design education generally:
I think design departments have made it possible to get a degree in design without caring much about the design process or knowing much about how design works or affects people, but just producing rather trite, formulaic, aesthetic things with an eye on entry level jobs and the odd D&AD award. A degree has to mean much more than that
Too much focus on ‘making and displaying’ means the world is full of technically competent artworkers or prototypers or craftspeople, but who don’t understand the enormity – or potential – of the design process as a whole.
As I said elsewhere, making is to design what voting is to democracy – they’re just tiny parts of big and complex processes, and just as democracy can exist without everyone voting, so design can happen without someone making something.
I’m not sure why design education is still stuck in the idea that a student should be assessed (or even allowed in) based on technical skills rather than thinking skills.
(Via Foucauldian Reflections.)