Design As A Liberal Art
Design As A Liberal Art
复制标题
设计作为一门文科
DOI：
10.18260/1-2--9081
复制
发表时间：
2001
期刊：
影响因子：
7.4
通讯作者：
J. Baish
中科院分区：
文献类型：
--
作者：
T.P. Rich;J. Baish
设计是一项跨越许多学科和专业的活动。在工程学中，我们将设计与使用数学和科学来设计特定需求的技术解决方案的过程联系起来。然而，其他领域对设计的看法却截然不同，但由于设计是一项共享活动，具有多个方面，它可以作为连接工程与传统文科的课程的统一主题。在巴克内尔大学，工程学院为文科学生提供了两门课程，探索技术和文科之间的各种联系。第一个这样的课程称为形式和功能：设计在自然和虚构的世界是提供给高层次的文科学生，以及工程专业的学生。形式和功能主要涉及人工制品的形式如何与其功能相关，其中功能被广泛定义为包括艺术，经济，历史，心理学，宗教等非技术角度第二个这样的课程称为设计人是开放的一年级学生生活在我们的社会和技术住宿学院。在这里，学生们与志同道合的学生分享生活和学习经验。《设计人》关注的不是设计的人工制品，而是设计的人，以及设计过程中的技术决策如何影响社会。在这两门课程中，学生都是边做边学。由于设计主要是一个动作或过程，所以被动反思的主题较少，我们经常让学生参与工作室风格的创造性项目。通过让学生参与设计项目，他们可以直接了解设计的挑战和乐趣。我们的目标是让学生认识到，技术不是一种没有人能够控制的神秘力量，而是他们自己的思想和双手的产物。我们的目标是通过让他们参与导致技术创新的决策过程，使他们能够积极控制技术的发展方向。本文将介绍信息的基本理念，课程内容，这种风格的指导文科学生的特殊挑战。2001年美国工程教育学会年会暨展览会论文集版权所有2001年，美国工程教育学会
Design is an activity that spans many disciplines and professions. In engineering, we associate design with the process of using mathematics and science to devise technical solutions to particular needs. Other fields, however, view design quite differently, but because design is a shared activity, with multiple faces, it can serve as a unifying theme for courses that bridge engineering with the traditional liberal arts. At Bucknell University, the College of Engineering has offered two courses to liberal arts students that explore various linkages between technology and the liberal arts. The first such course called Form and Function: Design in the Natural and Fabricated Worlds is offered to upper-level liberal arts students, as well as engineering students. Form and Function deals primarily with how the form of an artifact is related to its function, where the function is broadly defined to encompass non-technical perspectives including art, economics, history, psychology, religion, etc. The second such course called Designing People is open to first-year students living in our residential college for Society and Technology. Here the students have a shared living and learning experience with likeminded students. Designing People focuses less on the artifacts of design and more on the people who do design and how society is affected by technological decisions made during the design process. In both courses, students learn by doing. Since design is primarily an action or process, and less so a subject for passive reflection, we frequently engage students in studio-style, creative projects. By involving students in design projects, they learn the challenges and joys of design first hand. Our goal is to have the students appreciate that technology is not a mysterious force over which nobody has any control, but rather can be the product of their own minds and hands. We aim to empower them to exert active control over the direction that technology takes by involving them in the decision-making process that leads to technological innovation. This paper will present information on the underlying philosophy, the course content, and special challenges of this style of instruction for liberal arts students. P ge 631.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education