The Science of Design: Creating the Artificial
The Science of Design: Creating the Artificial
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设计科学：创造人造
DOI：
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发表时间：
1988
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影响因子：
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通讯作者：
H. Simon
中科院分区：
文献类型：
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作者：
H. Simon
设计与人工之间的关系，这个话题在今天比四分之一个世纪前更加活跃，正如这期《设计问题》特别版中的文章所展示的那样。从历史上和传统上看，科学学科的任务是教授自然事物：它们是如何存在的以及它们是如何工作的。工程学校的任务是教授人工事物：如何制造具有期望特性的人工制品以及如何设计。工程师不是唯一的专业设计师。每个人都在设计，谁设计行动方案，旨在改变现有的情况，成为首选。生产物质人工制品的智力活动，与为病人准备药物、为公司设计新的销售计划或为国家设计社会福利政策的智力活动，没有根本的区别。设计，如此解释，是所有专业培训的核心：它是区分专业和科学的主要标志。工程学院、建筑学院、商学院、教育学院、法学院和医学院都与设计过程密切相关。鉴于设计在专业活动中的关键作用，具有讽刺意味的是，在这个世纪，自然科学几乎把人工科学从专业学校的课程中赶了出来。工程学院已成为物理和数学学院;医学院已成为生物科学学院;商学院已成为有限数学学院。使用“应用”这样的形容词掩盖了事实，但并没有改变事实。这只是意味着，在专业学校，这些主题是从数学和自然科学中选出的，被认为与专业实践最相关。这并不意味着设计是教的，与分析不同。在工程、商业和医学领域，向自然科学而远离人工科学的运动比我提到的其他专业领域进展得更快更远，尽管它在法学院、新闻学和图书馆学中并不缺席。实力较强的大学比实力较弱的大学受到的影响更深，研究生课程比本科生课程受到的影响更大。今天一流专业学校的博士论文很少涉及
between design and artificiality, a topic that is even more alive today than a quarter of a century ago, as the essays in this special edition of Design Issues show. Historically and traditionally, it has been the task of the science disciplines to teach about natural things: how they are and how they work. It has been the task of engineering schools to teach about artificial things: how to make artifacts that have desired properties and how to design. Engineers are not the only professional designers. Everyone designs who devises courses of action aimed at changing existing situations into preferred ones. The intellectual activity that produces material artifacts is no different fundamentally from the one that precribes remedies for a sick patient or the one that devises a new sales plan for a company or a social welfare policy for a state. Design, so construed, is the core of all professional training: it is the principal mark that distinguishes the professions from the sciences. Schools of engineering, as well as schools of architecture, business, education, law, and medicine, are all centrally concerned with the process of design. In view of the key role of design in professional activity, it is ironic that in this century the natural sciences have almost driven the sciences of the artificial from professional school curricula. Engineering schools have become schools of physics and mathematics; medical schools have become schools of biological science; business schools have become schools of finite mathematics. The use of adjectives like "applied" conceals, but does not change, the fact. It simply means that in the professional schools those topics are selected from mathematics and the natural sciences for emphasis which are thought to be most nearly relevant to professional practice. It does not mean that design is taught, as distinguished from analysis. The movement toward natural science and away from the sciences of the artificial has proceeded further and faster in engineering, business, and medicine than in the other professional fields I have mentioned, though it has by no means been absent from schools of law, journalism, and library science. The stronger universities are more deeply affected than the weaker, and the graduate programs more than the undergraduate. Few doctoral dissertations in first-rate professional schools today deal with