“ From Transdisciplinary to Undisciplined Design Learning : Educating through / to Disruption ” 1
“ From Transdisciplinary to Undisciplined Design Learning : Educating through / to Disruption ” 1
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“从跨学科到无纪律的设计学习：通过/到颠覆进行教育”1
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发表时间：
2013
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影响因子：
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通讯作者：
E. Formia
中科院分区：
文献类型：
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作者：
E. Formia
这份文件证明了试图从进化的角度批判性地解释设计师的某些形成模型。绘制历史地图和阅读一些有趣的当代案例历史所使用的标准涉及主观方法（揭示作者的个性和不同身份，被认为是一个正在形成的主题）与过程的客观再现性（项目方法论）之间的比较。我们将这条解释线与跨学科概念（一种从其他学科转移方法和工具的编码方法）和非学科或“无纪律”概念（在超越学科的意义上，因此在“规则之外”寻找创新）之间的关系相抵消。这种分析包括profi les导致从specifici cally学科教育传统（艺术和理工）;然而，profi le是不成形的现代学校，并产生“断章取义”的设计师也出现。最后，一个新的profi le概述，坚持学习规则和方法，但不服从说规则和方法的原创性和区别的边缘（这取决于设计师的素质和他/她的主观能力和创造力）。雷苏莫
This document testifi es the attempt at critically interpreting certain formative models of the designer from an evolutionary point of view. The criteria used to draw up a historical mapping and perform a reading of some interesting contemporary case histories concern the comparison between the subjective approach (the unveiling of the author’s personality and diff erent identity, considered as a subject under formation), on one hand, and the objective reproducibility of a process (project methodology), on the other. We have off set this line of interpretation with the relationship between the concept of trans-disciplinary (an encoded approach of transferring methods and tools from other disciplines), and that of non-disciplinary or “undisciplined” (in the sense of transcending the disciplines and therefore looking for innovation “outside the rules”). This analysis comprises profi les resulted from specifi cally disciplinary educational traditions (artistic and polytechnic); however, a profi le that is not formable within modern schools and which generates “out-of-context” designers also emerges. Lastly, a new profi le is outlined that insists on learning rules and methodologies, but makes the disobedience of said rules and methods the margin of originality and distinction (which depends on the qualities of the designer and his/her subjective capacity and creativity). Resumo