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A Framework For Design and Design Education PDF
A Framework For Design and Design Education PDF
The moral right of Bruce Archer, Ken Baynes and Phil Roberts to
be identified as the authors of this work has been asserted in
accordance with the Copyright, Designs and Patents Act 1988.
ISBN 1 898788 78 2
A Framework for Design and Design Education 1
Contents
Introduction
The Three Rs 8
Bruce Archer
Select Bibliography 56
2 A Framework for Design and Design Education
The Authors
Introduction
The aim of this publication is to make more The second insight is that all human beings
readily available ideas and approaches share the capacity to make models in the
toward theory about design and design mind and to use these models to shape
education that came together at London’s their own and the world’s future. In short,
Royal College of Art during the late 1970s that all human beings are able to design
and early 1980s. This is worth doing and to understand design phenomena, and
because the relevant texts are now difficult that the ability to design is an essential and
to find. Many were originally contained in universal aspect of human culture.
Conference proceedings or journals. It is
certainly not possible now to find them This also distinguishes the field of Design
brought together in one place. and the activity of designing. This
conceptual and terminological classification
The work at the College took place under the offered scope for the clearer discussion of
leadership of Bruce Archer. He put forward a designing.
number of radical propositions that shaped
the ‘design education movement’ and which ‘The Three Rs’ goes on to attempt the
provided – and continue to provide – an difficult task of identifying the knowledge
extraordinarily useful framework for research base for Design. It does this in a series of
and teaching. The essence of the argument is very brief definitions but Archer’s
contained in ‘The Three Rs’ (see page 8), a taxonomy for the field has not been
paper which Archer presented on a number bettered or superseded. Again, its
of occasions in slightly different versions. significance is still being worked through
but it appears to provide a conceptual key
In ‘The Three Rs’, ‘Design’ is identified for that can unlock many intellectual dilemmas
the first time as a missing sector in general that continue to plague design educators
education, balancing and complementing and researchers.
the Humanities and Science. The claim
remains controversial but it contains a Archer continued to refine and develop his
brilliant new insight that goes beyond C P ideas and he was joined in this task by Phil
Snow’s idea of the ‘Two Cultures’. The field Roberts and Ken Baynes. Together they
of ‘Design’ emerges as something more worked towards a series of propositions
than a rag bag of things that are ‘other than about design and design education which,
Science’ or ‘other than Humanities’. It is they argued, should form the basis of
seen as an operational area of doing, future national policy on design education:
making and human being that includes
shaping the world of material culture and • all human beings are born with at least
many aspects of the arts. a degree of design capability and
design awareness: that is, humans have
From this, two other essential insights an innate capacity to design;
follow. The paper identifies ‘language’ (or
natural language) as the essential medium • material culture – the world of ‘things’
of the Humanities and ‘notation’ (and and ‘places’ created by human beings –
especially mathematical notation) as the is the direct result and repository of
essential medium of Science. What then is design capability and design awareness
the essential medium of Design? The working within societies;
answer given is: modelling. This is a daring
leap towards new areas of meaning and • design capability, in its functioning,
analysis. It has the potential to re-define, re- depends on a number of characteristic
locate and re-interpret both design activity cognitive processes found in human
and design educational activity. Its full intelligence – particularly ‘cognitive
significance is still being worked through modelling’ or ‘seeing in the mind’s
and discovered. eye’;
Introduction
4 A Framework for Design and Design Education
Introduction
A Framework for Design and Design Education 5
level it became clear that design activity strongly, this is to say that educational
was as much about opening up new policy has been largely ill-founded – based
possibilities and creating new ‘meanings’ in on the educational mythology of ‘what we
the human environment as it was about all know’.
solving problems defined in advance.
The 1970s and 80s were particularly
Even with modelling (in the broadest sense difficult times in Britain. Design and design
of the word) established as the key education developed against a background
cognitive element in design activity, the of relative economic and industrial decline.
nature of ‘design intelligence’ and Old industries were closing with a
‘designerly thinking’ remained hazy. catastrophic loss of jobs. It was far from
Attempts were made to look at design and clear what would replace them. Some of
designing through various lenses to see the protagonists of design argued that it
what insights other disciplines could offer. could perform a key role in the nation’s
History, aesthetic theory, epistemology, economic survival and renewal. A number
sociology, psychology and cultural history of politicians, notably Margaret Thatcher,
all had something to offer but to this day it were also persuaded. They argued that in
remains the case that the phenomena of essence what industry needed to do was to
design, the phenomena of designing and make and market products that people
their impact on our lives call out for further wanted to buy: only more attention to
study and explanation. design could enable that to happen. The
argument for design education in schools
Linked to the attempt to characterise became entangled in arguments about
design activity and ‘designerly thinking’ British economic success. Britain needed
was the beginnings of an attempt to find young people capable of forming a cadre
out what children thought about design of designers, design managers,
and what they were capable of designing. manufacturers and retailers who,
Two strands influenced this area of supported by a design-aware public, would
enquiry. First, the revolution in art put Britain back on the world’s
education which, during the course of the manufacturing map.
Twentieth Century, recognised the value of
children’s drawings and paintings for their Interestingly, few people at that juncture
own sake and not simply as inferior foresaw a further area where design would
‘apprentice’ works leading onto the proper prove essential to economic and social
adult performance. Second, such renewal. It was far from clear in the 80s
educational pioneers as Froebel, that tourism, service industries and mass
Montessori and Piaget, whose work media would later become so important or
formed the often unacknowledged basis that there would need to be environmental
for the reform of primary education after renewal on a grand scale replacing old
1945. They agreed that all children passed industry with new international venues and
through a series of developmental and houses for an expanding middle class.
intellectual stages and that teaching and
learning should be planned to work with There also developed a very different –
and capitalise on these stages. Design perhaps complementary or contradictory
educators found that they had the task of position and interpretation. Many teachers
achieving similar insights for design of Craft, Design and Technology, Art and
activity and design awareness. Without Design, and Home Economics were
such knowledge, curriculum planning and becoming aware of the need to reform and
teaching and learning strategies could not reinvigorate their subject areas to meet the
be constructed on a firm foundation. This challenges posed by a world of
remains a hot topic for research because it consumerism, mass media, mass
seems that policy makers have often been marketing and emerging environmental
content to say what children should be and social problems.
able to know and do without any real
understanding of what they are actually What they sought was an educational
capable of knowing and doing. Put more approach that would enable their pupils to
Introduction
6 A Framework for Design and Design Education
take part in this new world without being make their own contributions to the theory
overwhelmed by it. Future citizens needed and practice of design and design education.
to be able to take control of their own lives
without simply succumbing to the It is important to note that the ideas in this
pressures of consumerism. In design book were not the sole property of the
education they saw a strategy for teaching Royal College of Art. They were widely
and learning that was relevant to the task debated at the time and were influential in
of providing young people with intellectual shaping the future of design education. In
and practical tools useful for their future in addition, they had identifiable historical
an industrialised world. roots in the Arts and Crafts Movement, the
Bauhaus and the European ‘child art’
The design education movement was movement. In the immediate post-war
caught between these two impulses and years, Herbert Read’s and Tom Hudson’s
never succeeded in resolving them. The revolutionary approach to art and design
pressure continues unabated today. education helped to change what
happened first in art schools and then in
Have these ideas, developed in the 1980s, school art departments. A more official
stood the test of time? In many ways they dimension came from the Engineering
seem to have gained in explanatory power. Council, The Design Council and the Royal
Referring to them can throw light on many Society of Arts. The Open University
of the questions that still bedevil academic played a very active role in the
and theoretical writing about design and development of design theory. Influential
design education. For example, Bruce voices at that time included Nigel and
Archer’s propositions about the possible Anita Cross, Norman Potter, Christopher
scope of the ‘design discipline’ still provide Jones, Peter Green, Colin Ward and Patrick
the most useful definition of the Nuttgens. Design magazine, edited by
boundaries to and topics for design John Blake, provided an excellent forum
research. As already suggested, his radical for news and discussion. It became
re-definition of the field, his identification common ground that general education
of modelling as the essential medium for should pay more attention to practical
designing and his brilliant taxonomy, all skills and knowledge, particularly in the
provide a framework or map which fields of design, environment and
researchers and teachers in the Twenty- technology.
first century will find enormously useful.
Phil Roberts’ penetrating analysis of the However, these ‘top down’ influences were
relationship between cognitive modelling, probably less important than the grass
problem solving and design action roots efforts of specialist subject teachers
continues to go to the heart of the situation and advisers. State schools in the
in design teaching and learning. Ken Midlands, particularly Leicestershire
Baynes’ work on the design ability of (where Bernard Aylward provided
young children has led to a wider visionary inspiration), took the lead in
appreciation of the explanatory potential of creating ‘design departments’. They were
neuroscience and the beginnings of an supported by particular individuals in
attempt to understand better the links teacher training, notably at Hornsey
between design activity and the workings College of Art. Later other institutions
of the human mind. The fact that many are joined in, particularly Loughborough
unaware of this body of work continues to College of Education, Goldsmiths’ College
lead to much unnecessary and fruitless and Roehampton Institute.
research and speculation.
During the course of events the Royal
Phil Roberts and Ken Baynes have added a College of Art created a Design Education
brief Chapter which indicates the links Unit intended to work with practising
between the work of the 1970s and 80s and teachers, college lecturers and local
current agenda for debate. The hope is that education authority advisers, offering them
this publication will have the effect of the opportunity to study for Higher
stimulating both teachers and researchers to Degrees. The Unit was short-lived, killed by
Introduction
A Framework for Design and Design Education 7
Introduction
8 A Framework for Design and Design Education
The Three Rs
Bruce Archer
This paper can be regarded as the inferior. If challenged, most who use the
foundation document for the work which expression would deny they intended any
took place at the Royal College of Art such bias, but aphorisms often betray a
during the 1970s and 80s. It was cultural set. Explicit or implied denigration
presented in a number of different forms of Science and numeracy in favour of the
at conferences and seminars and formed Humanities and literacy was certainly
the Preface to the Design in General widespread in English education up to and
Education report that the RCA delivered beyond the period of the Second World
to the then Department of Education and War, and was the subject of C P Snow’s
Science in 1976. famous campaign against the separation of
‘the two cultures’ in 1959. The two cultures
In it Archer proposed ‘Design’ as the may be less isolated from one another
missing segment of education to be placed these days, and may speak less slightingly
alongside Science and the Humanities. of one another, but the idea that education
‘Modelling’ is identified as the medium for is divided into two parts, Science and the
designing and a comprehensive taxonomy Humanities, prevails. There are many
is set out for the design field. To this people, however, who have always felt that
radical and fundamental material we have this division leaves out too much. Art and
added a set of closely related definitions of craft, dance and drama, music, physical
design and designing which also education and sport are all valid school
underpinned the RCA approach. activities but belong to neither camp. There
is a substantial body of opinion, not only
amongst teachers but also amongst groups
The world of education is full of anomalies. outside that profession, which holds that
No definition or categorisation or form or modern society is faced with problems
organisation devised for one purpose such as the material culture problem, the
seems to remain valid when applied to ecological problem, the environmental
another purpose. Few educational problem, the quality-of-urban-life problem
definitions are watertight even when and so on, all of which demand of the
examined in their own terms. Take that population of an affluent industrial
extraordinarily durable expression, ‘the democracy competence in something else
three Rs’, for example. It is very widely held besides literacy and numeracy. Let us call
that when all the layers of refinement and this competence ‘a level of awareness of
complexity are stripped away, the heart of the issues in the material culture’, for the
education is the transmission of the time being. Under present circumstances, it
essential skills of reading, writing and is rather rare for a child who is
arithmetic. This expression is internally academically bright to take art or craft or
inconsistent, to begin with. Reading and home economics or any of the other so-
writing are the passive and active sides, called ‘practical’ subjects having a bearing
respectively, of the language skill, whilst on the material culture to a high level in the
arithmetic is the subject matter of that fourth or sixth forms. Universities and
other skill which, at the lower end of professional bodies do not usually accept
school, we tend to call ‘number’. So the advanced level qualifications in these
expression ‘the three Rs’ only refers to two subjects as admission qualifications for
ideas: language and number. The first idea, their courses, even where the course, such
language is referred to twice and the as architecture, engineering or even, in
second idea, number, is referred to once. some cases, art and design, is itself
Moreover, the word ‘arithmetic’ is concerned with the material culture. It is
mispronounced as well as mis-spelled, really rather an alarming thought that most
giving the impression that the speaker of those who make the most far-reaching
takes the view that the ability and the decisions on matters affecting the material
necessity to do sums is somehow culturally culture, such as businessmen, senior civil
The Three Rs
A Framework for Design and Design Education 9
The Three Rs
10 A Framework for Design and Design Education
culture, then the transmission of the contributing to its content. There also
collected experience of the doing and seems to be a measure of agreement, by
making facet should represent a distinctive no means universal, that the humanities
area in education. exclude the making and doing aspects of
the fine, performing and useful arts,
although their historical, critical and
The vacant plot philosophical aspects would still be fair
If there is a third area in education, what game for the humanities scholar. It is
distinguishes it from Science and the interesting to note that writers on the
Humanities? What do Science and the science side frequently mention technology
Humanities leave out? It now seems and the useful arts as being excluded from
generally agreed amongst philosophers of their purview, presumably because they are
science, that the distinctive feature of only just outside the boundary. Writers on
science is not the subject matter to which the humanities side frequently mention the
the scientist turns his attention, but the kind fine and performing arts as being excluded
of intellectual procedure that he brings to presumably because they, too, are only just
bear upon it. Science is concerned with the outside. A third area in education could
attainment of understanding based upon therefore legitimately claim technology and
observation, measurement, the formulation the fine performing and useful arts,
of theory and the testing of theory by although not their scientific knowledge
further observation or experiment. A base (if any) or their history, philosophy
scientist may study any phenomenon he and criticism (if any), without treading on
chooses, but the kind of understanding he anyone else’s grass.
may achieve will be limited by the
observations he can make, the measures he
can apply, the theory available to him and The naming of the parts
the testability of his findings. Some sorts of Clearly, the ground thus left vacant by the
phenomenon may therefore be specific claims of Science and the
inappropriate for scientific study, for the Humanities extends beyond the bounds of
time being or for ever. Some sorts of the ‘material culture’ with whose pressing
knowledge will be inaccessible to science, problems we began. The performing arts
for the time being or for ever. Moreover, the are a case in point. There are other areas,
scientist is concerned with theory, that is, such as physical education, which have not
with generalisable knowledge. He is not been mentioned at all. It would be
necessarily competent or interested in the tempting to claim for the third area in
practical application of that knowledge, education everything that the other two
where social, economic, aesthetic and other have left out. However, we should stick to
considerations for which he does not our last, if I may take my metaphor from
possess any theory may need to be taken the doing and making area, and clarify the
into account. He would regard most of the question of education in the issues of the
making and doing activities of the material material culture. Any subject that relates
as being culture outside his scope, although with man’s material culture must
he would be prepared to bring a scientific necessarily be anthropocentric. A discipline
philosophy to bear upon the study of the which claims, as some kinds of science do,
making and doing activities of other people. to deal with matters that would remain
true whether man existed or not, would be
Amongst scholars in the Humanities there ruled out from our third area. Material
seems to be less agreement about the culture comprises the ideas that govern the
nature of their discipline, apart from nature of every sort of artefact produced,
unanimity in the view that it is quite distinct used and valued by man. Those ideas
from Science. There is a fair consensus that which take the form of scientific knowledge
the humanities are especially concerned would belong to Science. The historical,
with human values and the expression of philosophical and critical ideas would
the spirit of man. This justifies scholars in belong the Humanities. What is left is the
the humanities in studying the history and artefacts themselves and the experience,
philosophy of science, but not in sensibility and skill that goes into their
The Three Rs
A Framework for Design and Design Education 11
production and use. If the human values, alleged third area in education. The point I
hopes and fears on which the expression wanted to make is simply this. The
of the spirit of man are based are shared justification for the nomination of a third
with the Humanities, the striving towards area in education lies not in the existence
them, and the inventiveness that goes into of subjects which do not fit readily into the
the production and use of artefacts, is a definitions of Science and the Humanities,
necessary characteristic of our third area. but by the existence of an approach to
Any discipline falling into this area must knowledge, and of a manner of knowing,
therefore be aspirational in character, and, which is distinct from those of Science and
to take them clearly out of both the the Humanities. Where Science is the
Science and the Humanities fields, it must collected body of theoretical knowledge
be operational, that is to say, concerned based upon observation, measurement,
with doing or making. Under these tests, hypothesis and test, and the Humanities is
how do the subjects ordinarily left out by the collected body of interpretive
the traditional Science/Humanities division knowledge based upon contemplation,
fare? The fine arts, which in schools can be criticism, evaluation and discourse, the
executed in a variety of materials such as third area is the collected body of practical
ceramics and textiles as well as through knowledge based upon sensibility,
the medium of painting and sculpture, invention, validation and implementation.
clearly fall into the third area. In the useful
arts, woodwork and metalwork would
usually qualify. Technical studies are The naming of the whole
sometimes conducted in such a way that This leaves us with the problem of finding
they are not actually concerned with doing the correct title for the third area. The term
and making, and therefore may or may not ‘the Arts’ would be ideal, if the expression
rank as Science, instead. Similarly had not been appropriated by, and used
environmental studies might or might not more of less as a synonym for the
fall into the third area, according to their Humanities. Plato would not have objected
manner of treatment. Home economics to ‘Aesthetics’, but that has taken on a
presents a problem. Taken as a whole, special and distracting meaning in modern
home economics is clearly English. ‘Technics’ has been used, and is in
anthropocentric, aspirational and the dictionary, but has not proved very
operational, and therefore falls centrally popular in educational or common use. A
into the third area. In practice, however, term which has gained a good deal of
home economics may be taught in schools currency especially in secondary schools in
through the medium of individual subjects England and Wales, is ‘Design’, spelt with
ranging from needlecraft taken as fine art a big D and used in a sense which goes far
through home-making taken as useful arts beyond the day-to-day meaning which
to nutrition taken as science. So home architects, engineers and other
economics, too, may fall into Science, the professional designers would assign to it.
Humanities or the third area, according to Thus Design in its most general
the manner of treatment adopted. Outside educational sense, where it is equated with
the bounds of the material culture Science and the Humanities, is defined as
altogether are the other subjects explicitly the area of human experience, skill and
left out by the first and second areas. understanding that reflects man’s concern
Amongst the performing arts, music might with the appreciation and adaption of his
qualify as anthropocentric, aspirational and surroundings in the light of his material
operational. So might drama and perhaps and spiritual needs. In particular, though
dance. So might gymnastics, the way it is not exclusively, it relates with
pursued these days, but probably not the configuration, composition, meaning, value
other areas of physical education. But this and purpose in man-made phenomena. We
is going too fast. Any number of objections can then go on to adopt, as an equivalent
can be raised and counter-arguments to literacy and numeracy, the term ‘design
offered in respect of many, but perhaps not awareness’, which thus means ‘the ability
all, the subjects I have mentioned as to understand and handle those ideas
belonging or possibly belonging to an which are expressed through the medium
The Three Rs
12 A Framework for Design and Design Education
of doing and making’. The question of the or electronic digits, to suit convenience, so
language in which such ideas may be the vocabulary and syntax of the modelling
expressed is an interesting one. The of ideas in the Design area can be
essential language of Science is notation, conveyed through a variety of media such
especially mathematical notation. The as drawings, diagrams, physical
essential language of the Humanities is representations, gestures, algorithms – not
natural language, especially written to mention natural language and scientific
language. The essential language of notation. With all these definitions in mind
Design is modelling. A model is a it is now possible to show the relationships
representation of something. An artist’s between the three areas of human
painting is a representation of an idea he is knowledge according to the diagram in
trying to explore. A gesture in mime is a Figure 1.
representation of some idea. Everyone
engaged in the handling of ideas in the The repository of knowledge in Science is
fine arts, performing arts, useful arts or not only the literature of science but also
technology employs models or the analytical skills and the intellectual
representations to capture, analyse, integrity of which the scientist is the
explore and transmit those ideas. Just as guardian. The repository of knowledge in
the vocabulary and syntax of natural the Humanities is not simply the literature
language or of scientific notation can be of the humanities but also the discursive
conveyed through spoken sounds, words skills and the spiritual values of which the
on paper, semaphore signals, Morse code scholar is the guardian. In Design, the
HUMANITIES
language
technology
useful arts
SCIENCE DESIGN
notation modelling
The Three Rs
A Framework for Design and Design Education 13
The Three Rs
14 A Framework for Design and Design Education
The Three Rs
A Framework for Design and Design Education 15
The Three Rs
16 A Framework for Design and Design Education
So for a lot of people the economic case The law of nature is not ‘survival of the
and the resource case is made. But one of fittest’, the law of nature is ‘random mutation
the crises I mentioned was not dealt with, and survival of the fittest’ and it is part of our
except rather indirectly in the book on biological nature to mutate in order that
Organisation and Youth, that is the crisis of there shall be some variants who, will be fit
control. The crisis of control exhibits itself to survive under changed conditions. It may
in the challenges to authority, the be that these deep instincts underlie a lot of
abandonment of traditional values, and the what we do. The community at large, for
disenchantment with established example, seems to be willing to support or at
institutions which is a feature of our time. least to tolerate artists, scientists,
The crisis of control also exhibits itself in philosophers, eccentrics in almost anything
the massive mistakes which have been that they desperately wish to do, provided
made – the thalidomide disaster; the that they seem to be able to do it against
recurring economic crises; the closing almost overwhelming odds and seem to
down of mines and railways subsequently have some chance of actually succeeding. So
learning that they have to be re-opened; the conventional wisdom is that what can be
the sitting and abandonment of done should be done. If a man can climb a
motorways; the sitting, resiting and higher mountain this is admirable and we
abandonment of airports. The crisis of will provide him with the minimum he needs
control exhibits itself in the deterioration of in order to carry out an expedition; if it is
the quality of the urban environment for possible to run a faster mile we will applaud
many people and in the stress, the him. If it is possible to split the atom we will
violence and suicide, by which people may give him the apparatus to do so. This is part
indirectly express their protest. of a satisfaction of our primeval urges. So if
we were to say now, in the light of modern
And on top of these four crises, there is a environmental crises, ‘there are no more
dilemma of crises; that is, the ironic fact green valleys’, ‘growth is evil’, ‘change,
that the more we do to control the novelty and newness are not necessarily
problems of population, pollution and the good’, ‘exploration is anti-social’,
depletion of resources, the more restriction ‘consumption is contra-indicative for
survival’, we are attacking instincts which are From 4 to 7 May 1973 at Edinburgh
at the mainsprings of our animal life, at the University, the International Congress of
mainsprings of our biological function, and Societies of Industrial Design (ICSID)
can only cause deep perturbation and stress. conducted an enquiry at which
sociologists, historians, philosophers,
But the case for design education does not scientists and civil servants all got together
rest here on the ecological issue of human with designers to question why it is that
survival. The same two decades which have the standards and values of designers
seen the community’s attitudes to growth appear to have diverged so seriously from
and change turn through 180 degrees from the standards which are practised by both
the pursuit of expansion to the questioning industry and government and appear to be
of expansion, from the pursuit of invention to desired by the ordinary population. It is no
the questioning of invention, have also seen accident that whilst the design professions
design philosophy and design practice have been concerned with broadening and
similarly profoundly shaken. The confidence reappraising the education of designers,
of the designer in his own role as practical those who have been concerned with the
artist concerned with form, proportion, education of the consumer have been
texture, colour and problems of similarly preoccupied by the competence
conveniences and function; secure in his of society to appreciate and comprehend
attitudes as to good taste; happy in the its own needs and wants. The
pursuit of rules like form should follow discriminating designer needs a
function, truth to materials and other Platonic discriminating consumer if he is to be able
ideals; clear in his relationship to the object to bring off a design act at all. Moreover
of his creation, has been steadily eroded. the public in the shape of local councillors,
First of all by the very proper turning from civil servants, cost accountants and so on
concern with systems, turning from concern are playing more decisive roles in what is
only with form to the whole of the design’s actually done in design. Urban renewals,
function in form, production, distribution and sitting of airports, civic design, interior
so on; then by a very proper recognition that design, the character of catering and so on
he is only a member of a coalition of is very often actually decided, not by
common interests in which there are a whole designers or home economists, but by
lot of other people contributing. These are local councillors, local government officers
proper dilutions of his interest, but his old and so on. And there is more and more
confidence has also been undermined by the demand for popular participation in
emergence of pop styles, kitsch styles, decision making in planning and
revivalist styles, fun styles of design which architecture. It is here I think we are getting
are now being executed by respected, close to a moral or philosophical case for a
professional, successful designers, accepted new and more general approach to design
and applauded by people of taste yet which in education.
are quite contrary to all rules of good form
and good taste which he has hitherto The notion of design as an activity which is
learned. The designer is also being shaken separable from making seems to date from
by the evident deterioration in relations 1700. From about 1840, according to
between designer and society. The term Raymond Williams in his book Culture and
‘planner’ is now used as a pejorative term. Society 1780-1950, the concept of design
The work of modern architects is mainly was bound up with a philosophical concept
disliked. There is a general feeling that apart of proper appreciation of things beautiful,
from some styles of design, ‘what they the but in those terms the pursuit of beauty
professional designers want to give us, is not was for ethical reasons rather than purely
what we the people like’. This dissolution of sensual reasons. When Ruskin and Morris,
the old philosophies, the undermining of and later the Bauhaus School, were
confidence, is so serious that both the formulating principles of good design, and
architectural profession and the industrial when later the ideas of fitness-for-purpose,
design profession are at this moment form-follows-function, truth-to-materials,
engaged in a serious study of their role, their economy-of-means were being expressed,
training and their effectiveness. it was always for fundamentally
metaphysical reasons rather than for ‘What are the components of design
practical reasons. Form-follows-function awareness?’ Clearly art is part of it. Art
was intended to be symbolic of truth as offers perception, sensibility and handling
well as logical. Truth-to-materials was an of emotional meaning. But aesthetic
expression of an ethical attitude as well as sensibility extends to other things.
being prudent. Economy-of-means was Athletics and home economics are aspects
elegant as well as thrifty. The metaphysical of dexterity. Clearly science is part of
reason has always been more important design awareness, that is to say knowledge
than the practical reason from the design of facts, knowledge of laws, knowledge of
philosopher’s point of view. Indeed in its relationships. But knowledge and
middle history the symbol often ousted the reasoning of the type we see in science
reality. One saw designers from the extends also to mathematics, to language,
Bauhaus onwards designing objects which to philosophy. The approach to design
were perfect spheres, cubes or cylinders awareness in my view is more than just
even though the cost of producing them building bridges or understanding the
was excessive and the convenience in interfaces between art and craft, science
handling them was poor. Today we see the and languages. In my belief design
adman’s image ousting both ethical awareness contains two additional
symbol and practical reality. The present elements: one of which is basic to the
crisis of conscience is tending to throw primitive nature of man; and one is at the
designers back to the ethical. very limits of our modern intellectual
ability to reason.
Thus, the case for a new approach to
design in general education rests on two The primitive element is concerned with
issues of major importance: first, the need that quality which distinguishes man from
for public sensibility to environmental, most of his fellow creatures, that is the
planning, social and aesthetic problems, capacity to fashion tools to adapt the
and secondly, the need for a fundamental environment to suit himself, instead of
value base in general education to restore adapting themselves to their environment.
lost confidence. The purposes and The advanced additional element is
problems of design education of the concerned with his capacity to impose
general population is analogous to literacy qualitative considerations upon quantative
and numeracy. Literacy as we understood considerations; to impose aesthetic,
it is more than just the ability to read, spiritual and ethical elements upon
although obviously it must begin there. physical, economic and rational elements.
Literacy includes the ability to appreciate
and to be enlarged by literature. Similarly Modern conditions made the ordinary man
numeracy is more than just the ability to in advanced technological society quite
manipulate numbers, although obviously incompetent to fashion his own tools. We
one must begin there. Numeracy includes use electric drills but we could not cut
the ability to appreciate and be enlarged ourselves a reed whistle. We use
by mathematical logic. Similarly design thermostatically controlled central heating,
education is more than just the ability to but do not know how to survive on a
draw or possess plastic sensibility. It is mountainside. The car worker on a
more than the ability to produce and production line could not build himself a
comprehend two-dimensional and three- chair that would be both light enough to
dimensional information. It is more than carry and strong enough to support him.
simply acquaintanceship with the contents We have lost our personal control over the
of ‘Which’ magazine. If we want to environment. We have lost a large part of
construct a pedagogic equivalent to our tool making confidence and we have
literacy and numeracy, meaning the state lost a large part of our folk knowledge
of being able to appreciate and be about nature, survival, and dexterity. We
enlarged by design, then I think we have to have put layers of delegation and layers of
have a better approach. I am going to use material between us and what we want to
the term ‘design awareness’ for design do. Perhaps the ecological irresponsibility
literacy in this special sense. You may ask of society is one product of this lack of
direct contact between a man, the no accident that all four of the Stationery
individual, and the natural elements. Office publications call for an important
Perhaps the urge to do it yourself, the urge effort at environmental education. How Do
to get away from it all is an instinct to get You Want to Live and 50 Million Volunteers,
back to our tool-making nature. each contain a whole chapter on the need
for education. Nuisance of Nemesis
The crisis which calls into question all contains 31/2 pages on the need for
education, not just design education, education. Sinews for Survival has only a
relates in a similar way to what I called the page but the whole book is about the
second distinguishing element of design question of public re-education. I just want
awareness, and that is our capacity to to quote a couple of paragraphs from the
impose qualitative considerations upon one called Human Habitat – How Do You
quantitative considerations. Aesthetic, Want to Live.
ethical, social, ideological considerations,
(the subjective and qualitative), are not The Working Party said ‘Rural studies, art
only different from economic, technical and craft have been taught in some schools
and physical consideration, (the objective since the beginning of the century, but
and quantitative) but they also subsume nowadays they are clearly inadequate as a
them. C. West Churchman, Russell L. basis for the study of the total environment
Ackoff, who are both distinguished in an overwhelmingly urban society. But it
operational research scientists and Peter is doubtful if the real purposes of
Medawar, distinguished medical scientist, environmental education can be fulfilled by
have all three in recent publications the development of a new subject along the
asserted that all so-called hard scientific lines of rural studies but called
fact rests upon value judgements, and not environmental studies, complete with its
the other way round. Even so-called hard own concepts, techniques and values and
scientific facts rest upon an agreement taught like history or geography or
about the suitability of the axioms which languages at every level of education from
underlie the theories, on the relevance of the primary school to the Research
the evidence which is admitted into Institute. But environmental education
consideration, about the appropriateness cannot be just a matter of teaching people
of the measuring techniques, about the to see the environmental aspects of their
quality of truth in proofs. Moreover, it is particular subject. They must also learn
not the objective facts of systems that lead judgement and discrimination. Education is
us to accept or reject them. It is not the pre-eminently a matter of realising values.
width, the strength, or the cost of the Environmental education should be part of
motorway which causes us to accept it or the moral and aesthetic education of the
reject it, it is its convenience, its human being as a whole’.
intrusiveness, its comfort, its beauty, its
ugliness. It is the subjective attributes I would have added home economics to
which cause us to accept or reject, not the that list of traditional departments, to form
objective physical properties. And it is the the basis of a new and comprehensive
unfortunate case that man’s ability to approach to design education.
manipulate, reason with and operate with
the quantitative has completely outrun his So the focus of design education in
ability to manipulate the qualitative. The secondary schools is therefore not just
fact is that quantitative relationships are simply the setting up of joint projects
simply a special case of relationships. The between the art room and science lab. It is
tools are there in New Maths which is the not simply co-operation between the
mathematics of relationship, in logic, in geography class and handicrafts. The
the techniques of debate, the techniques emphasis of design education is not to try
of judgement. to make everyone a first rate or second
rate creative artist or craftsman, but to try
So the question of design education is part to give everyone a good grounding in
of a much larger and more profound design sensibility analogous to literacy
question of education in the qualitative. It is and numeracy.
This paper was written by Phil Roberts general orientation and, more
some time after the dissolution of the particularly, applied philosophical in its
Design Education Unit and following the approach.
introduction of Design and Technology as
a subject in the English National Let me first locate the discussion: it is in
Curriculum. However, it usefully brings design education; more specifically, it is in
together a number of illuminating Curriculum Studies and, even more
concepts which Roberts first developed in specifically, it is in the area of Design
the 70s and 80s. It also shows decisively Curriculum Studies. If ‘design education’ is
that NC Design and Technology was – and a term which is indicative of potential
is – a far cry from these broader paradigmatic change, it is understandable
interpretations of Design Education. that design educational theory is
embryonic. Theory construction is at the
One of the most useful aspects of the stage only of the formulation of models. But
paper is a model viewing designerly a theoretic framework is in sight. If
activity from the perspectives of the user turbulence is symptomatic of paradigmatic
and the observer as well as the designer change, or of paradigmatic competition, the
and maker. This is characterised as the absence of a generally accepted language
‘transitive’ mode of design and the model of discourse – or even vocabulary – which
shows how users and observers shape would enable practitioners of different
their environment and give it meaning specialist communities to talk with, as
through a series of activities that exactly distinct from past, each other is similarly no
correspond with those of the designer and surprise. In the formulation of new
maker. In design educational activity the paradigms, innovators necessarily construct
child should be encouraged to experience theory and a new language: the paradigms
both those modes and all these roles. that practitioners ‘inhabit’, and by means of
which indeed they exist, are to a large
The paper also discusses the nature of extend predicated on specialist languages.
problem solving in relation to design But the languages of differing
activity and introduces a very useful set of constituencies are distinctive even though
diagrams intended to help practitioners they may employ the same words. It is no
move beyond simplistic notions of surprise that the members of ‘old’ traditions
problem solving. The thrust here is to and the constructors of new ones have
characterise designing as acting in and on difficulty in making contact with each other;
the world and to show that it is essentially the surprise would be if it were otherwise.
concerned with making value judgements
about changing states of affairs. The need to develop a shared meta-
language of discourse across the areas of
design practice is also evident. The need
for sustained scholarly and research effort
The discussion in this paper is derived is also apparent. There is, for instance, at
from a strand in a series of enquiries the heart of the National Curriculum (NC)
conducted into design phenomena and Design and Technology documentation a
into design educational activity. It is model of activity which has the character
intended as no more than a contribution of a procedural model. Because of the
towards an agenda for more specific legislative status of the Education Reform
enquiry into the nature and functions of Act and its subsequent Orders – as distinct
models and modelling, and towards the from its academic or theoretic well-
construction of a practitioners’ theory. foundedness – it is possible that the central
The enquiry was phenomenological in its model will become part of a new
orthodoxy. Yet it is an inadequate and insights into their structure and into the
inappropriate model which may therefore likely quality of fit between alternative
further hinder understanding of how conceivable configurations and the
designerly activity, in fact, occurs and of interaction of perceivable requirements
how design thinking and technological (…) Cognitive modelling is not limited to
ability develops. The relations between the spatial configurations. Aspects such as
model and the realities to which it is in colour, texture, sound, flavour and
reference are not well represented in the anything else relevant to the system can
NC documentation. A simple model at a be imaged and manipulated. Cognitive
high level of generality together with a modelling is independent of language or
range of complementary lower-level symbol systems, but when appropriate,
models – the latter having greater the concepts modelled can be translated
specificity and stringency – would have into or supplemented by language or
been more appropriate. This, however, is notational terms. The image is usually
to run too far ahead of the discussion; the externalised through models and
NC Design and Technology documentation simulations, such as drawings, diagrams,
simply illustrates or adds to the scholarly mock-ups, prototypes and, of course,
agenda rather than resolves it. where appropriate, language and
notation, or it can be embodied in the
It is convenient to use questions as a construction of or the enactment of the
framework for this discussion. The first is: emerging responses. These
What human capacity is central to the externalisations capture and make
conduct of design activity? Alternatively put, communicable the concepts modelled (1).
the question might be: How is it possible to
design at all? (which is a matter very Cognitive modelling does not have the
different from a concern with a theory or status of language as a linguistician would
with a procedural model of how to design). define language; there are too many
untested propositions for such a claim to
Central to the act of designing is the be sustained. With that caveat in mind,
capacity to conceptualise and represent however, ‘cognitive modelling’ can
ideas, aspects of present realities and conveniently be referred to as the essential
future possibilities. ‘The mind’ (we say) language or cognitive medium of designing
makes use of a variety of forms of and, by extension, of design educational
knowing, and makes transformations activity. Hence it might be reasonable to
between the modes of conceptualisation expect to find explicit references in course
and representation. Envisaging-what – or descriptions to the development of the
cognitive modelling – is externalised and capacity for cognitive modelling. Illustrative
manifested in such familiar media and instances of such expectations within the
forms as words, drawings, plans, maps, 3- descriptions of courses, learning objectives
dimensional models, and prototypes. Work might be, for instance:
carried out in the Design Education Unit of
the Royal College of Art indicated … to develop the ability to present and
something of the nature and status of represent ideas in two-and three-
cognitive modelling: dimensional forms and media;
DESIGNER
OBSERVER
Figure 1. Four Roles (the Designer, the Maker, the User, the Observer) offering
complementary perspectives on learning-through-designing
identifies situation requiring resolution: The designer is placed in, or accepts, a situation – an
requires situation – the ill-defined problem – ill-defined problem – where some change (to other
he/she is in to be changed than present conditions) is ‘needed’ (probably)
what is required? needed? wished for? absent? what is required? needed? wished for? absent?
what is the nature of the ‘mis-fit’? what is the nature of the ‘mis-fit’?
what is the primary function required? what is the primary function required?
what if anything ‘needs doing’? what, if anything, ‘needs doing’?
leads to a sufficient statement of the problem(s) - leads to a sufficient statement of the problem(s)
the ill-defined problems; the ill-defined problems;
not a solution: as open-ended as possible; not a solution: as open-ended as possible;
statement avoids specifying particular statement avoids specifying particular solutions
solutions/responses
chooses chooses
buys plans
makes ‘mock-up’
tests, evaluates
delivers
in going from the beginning to arriving at this in going from the beginning to arriving at this
stage, the original state of affairs has been stage, the original state of affairs (represented in
changed (probably, usually) to one that is more the ill-definded problem(s)) has been changed
acceptable (probably, usually) to conditions that are more
acceptable
If a problem = condition of
{ discrepancy or
incompatibility or
tension
Figures 3-5 provide a model upon which unequivocal in the meanings carried by it,
the model provided in Figure 2 may be or if it were found lacking in tension or
imposed. Figure 2 may have some initially ambiguity, it would be found so only by
useful pedagogic functions, but it is more members of a speech community who
specific than that of 3-5. shared the same narrow set of activities,
and whose activities were confined to acts
In another context, Toulmin noted that whose meanings were those contained by
some novel method of representation is the language’s constitutive definitions.
always at the centre of discovery, helping Hence, the comparative unequivocality of
us to apprehend the phenomena in a new the formal language of scientific theories.
and more fitting manner. (4) That could But this absence of ambiguity, or this
suggest that one of the functions of intended inflexibility, is the feature that
modelling can be characterised as makes such formal language unusable by
cognitively heuristic. On such a view, people who are untrained in that language,
or who work with subject matter the
Figure 2 tends towards a ‘translation- boundaries of which cannot be confined.
correspondence’ model, translating The capacity of many possible meanings is
between sets of concepts – those of intrinsic to evolving natural language: the
nominal definitions and those of unfolding form holds blurred boundaries,
operational functioning. which is to say possibilities for meanings.
And much of designing is, by definition, to
This reflection on the nature of modelling do, literally with the making of meaning.
in natural language and the functions of Polysemy is intrinsic to and necessary in
models may be taken just a little further. form-making. The problem, then, of
Our experience of misunderstandings in, description (in relation to meaning-making)
for example, social affairs is a sharp perhaps lies in more appropriately
reminder that the words of natural ‘matching’ one polysemous form
language have no clear cut boundaries to (language) against another polysemous
‘their’ meanings. Wittgenstein said: form (designing), both of which are
situated in an infinity of possibilities.
…We might, by the explanation of a
word, mean the explanation which, on On this view, the call by some teachers for
being asked, we are ready to give. This a ‘definitive design vocabulary’ – meaning
is, if we are ready to give any definitions without ambiguity – rather than
explanation; in most cases we aren’t. for a useful meta-language, is
Many words in this sense then don’t misinformed. (In passing, this also offers
have a strict meaning. But this is not a an insight into the utopian ambition of
defect. To think it is would be like saying specifying what shall be the ‘knowledge
that the light of my reading lamp is no content’ of NC Design and Technology.)
real light because it has no sharp But in any event if to learn is to be
boundary. (5) engaged in the active making of meaning,
then learning activity, in general, has a
Our use of words of natural language (in polysemous quality; and the plea by some
modelling) can bring into focus ‘parts’ or teachers which appears implicitly to say
aspects of our experience, the clarity of that this should not be the case appears as
whose meaning – a functioning of the a challenging and curious proposition.
focussing – diminishes as the focus blurs
towards the edges. But one man’s clear However, this is no argument at all for not
meaning can be another’s blurred focus, trying to represent our experience as
even within apparently shared experience. precisely as the limits and limitations of
In principle, perhaps it is possible to language usage will allow: we learn to
achieve hard conceptual boundaries in an treat with those difficulties as well as live
artificial language. The point is this: with them. So, we can attempt to achieve a
language cannot represent, unequivocally, minimal yet firm skeleton but properly
our experience; but it can be, and is useful. (and especially at this stage of design
If natural language were found theory development) be less parsimonious
towards its substance in the interests of some special sense ‘visual’. The
the potentialities and actualities of conception and the expression of ideas,
meaning making. however, do not employ only one symbolic
form. We may conceptualise in one mode
The modelling of Figure 2 presents a and express in another – hence the
conception of design activity as a sub-set possible objective, expressed earlier, of
of human intentional activity: of action in developing the ability to make
and on the world. It also expresses the transformations between different
notion that learning is a function of taking symbolic forms; and of developing the
action; that designerly activity is to do with ability to choose and use whichever
bringing about change; that design symbolic form and media might be most
educational activity is concerned also with appropriate to particular purpose, task and
bringing about some change in the audience. This is an area of philosophical-
capability, the sensibilities, or the scholarly and operational importance. To
awareness in the agent of the activity. And present designing as being necessarily
at the heart of the activity is the predicated on the capacity for cognitive
engagement of the capacity for cognitive modelling is to say also that design
modelling. Might reflection suggest any capability is a function of the capacity to
matters of significance for researchers, understand a physical environment in
scholars and for teachers? There are abstract ways; and that is to accept the
several lines of response. intellectual status of design. The
The first arises from the documentary relationship between the construing of an
evidence provided in course descriptions. environment and the preparation of objects
That is, the development of cognitive is a long-standing problem in
modelling ability is not explicitly addressed epistemology. An alliance of enquiry
by teachers of design-related subjects. The between the philosophical and the
status, the nature and the functions of operational might lead towards a response
modelling (and of models) appear to be to our opening question: How is it possible
poorly understood and appreciated. Does to design at all?
that matter? The answer must be: Yes. The
quality and status of the teaching of most Another line of enquiry that may perfectly
of the techniques of modelling in design well be pursued by practitioners also arises
are much less than their centrality deserve, from reflection upon Figure 2. This line of
both within the field and in the public mind enquiry would be to do with design-related
(as evidenced in the ‘back to the Three R’s curriculum subjects in relation to design
tendency). And the teaching of modelling educational activity. It can be summarised.
is certainly less well coordinated than it
could be. Partly as a consequence, the First, if the capacity to act intentionally is
relations between the modelling construed as being central to designing
conventions employed by, for instance, art (and to design educational activity) it is
teachers and CDT teachers, are less necessary to recognise differing modes of
mutually appreciated than they might be. action. That is, action in and on the world
But the absence of a theoretic base for may be overt or covert. Secondly, it is
modelling holds back the incorporation of necessary to distinguish between mindful
further modelling techniques and useful activity and mindless activism. The alleged
concepts that might be taken from studies superiority of any single and particular
in artificial intelligence, systems theory, mode of manifestation of action is not to
and cognitive psychology. The lack of be taken as self-evident: the criterion of
explicit attention to and knowledge of superiority would be in some relation to
modelling holds back the development of the task, purpose, function, context, and
the design curriculum and design their contingency. More specifically, four
pedagogy. points follow.
There is also a major strand of enquiry to One, overtly witnessable modes and
pursue via the history of ideas. There is a unwitenssable modes are complementary
tendency to think of design as being in modes of action. The grounds then for
References
2. ibid
3. ibid
Profound connections exist between the There are important links between art,
models we envisage in our minds and craft, design, technology and language.
which our senses inform, verbal language, There is plenty of evidence to suggest that
the non-verbal languages of art, gesture the richer the experience provided for the
and number and communication by pupils across a range of disciplines the
drawing, diagram-making and simulating. richer their output.
Through the interaction of these processes
and languages, pupils and students learn It is also important that teachers should
to internalise experience and externalise make pupils aware of the criteria by which
and capture design thinking. their work is valued. Critical appreciation of
each others work should not be left until
Primary later on in the secondary school. Pupils
In primary schools the curriculum needs to need to acquire over a period of time a
include applications of practical reality and sense of values and learn to make choices.
opportunities to handle and understand There should be opportunities for pupils to
basic materials. In mathematics and make judgements and practice that
science, for example, there is a need for element in design education of learning
experimental methods in which the senses from failure.
can confirm or challenge the predictions.
Authentic materials need to be used so Common Broad Criteria
that pupils can feel natural forces directly In design activities there are related
and not rely solely on diagrams or elements; these include practical
theoretical language. An example of an experiences with materials and the
unauthentic material would be the use of thinking activity involved; an appreciation
polystyrene blocks to construct an arch as of the world of design; informed critical
a demonstration of the force of gravity. In judgement about design; attitudes to
history or humanities the study of some information and knowledge which are
important aspects of the history of helpful to the design process.
technology could be invaluable, such as
the history of prime movers. In home 1. Practical experience should involve a
economics, the taste, smell and look of range of materials and should be
food made in class can have aesthetic structured, systematic and disciplined.
value, and the menu and its recipes be a
form of design brief. In language work, the 2. Thinking activity: creative, organised
use of metaphor in relation to sensory thinking and its application; progressing
experience can help children to hold and from abstract ideas to a practical
communicate abstract ideas. If the solution of a design task. This should
experience arising from the use of often include research into the
materials is to be usable later it needs development of a design brief.
reflection upon by means of words. A
major purpose of language, shared by a 3. Pupils and students should become
number of subjects including art and informed about the world of design,
English, it to make experience tangible. both in terms of existing design practice
as well as the history of design.
Early Secondary
There is a need for the teachers of all 4. Pupils and students should know the
subjects to recognise what each can criteria by which they and their teachers
contribute to design education and to evaluate their work, and should know of
make this known to the pupils. In ways in which they may describe their
particular, the art department will need to own response to the work of others.
demonstrate the relevance of art
experience to design awareness.
6. The recognition of the economic 6. Have study skills been acquired and
importance of good design. used in selecting appropriate
information and applying it?
A Checklist of Pupil and Student
Competencies 7. Have skills of communication been
Their presence or absence will vary acquired and used (graphic, oral,
considerably according to the phase of mathematical and written)?
education.
8. Has the pupil/student acquired a working
vocabulary (words associated with form,
function and appearance or the technical
terms)? Can they communicate with
those outside their own discipline?
The skills of IMPLEMENTATION include the Also, for design purposes, knowledge
ability to:- needs to be in such a form that it can be
used to make decisions which will
1. Plan a practical activity and to see it contribute to the creation of a device which
through; does what is required. Scientific knowledge
as such, which is essential for
2. Select from available resources the most understanding the nature of the physical
appropriate energy resources; world, is not necessarily in a form which
can be used for design purposes.
3. Use tools, materials, appliances and
appropriate energy resources; In a certain sense it can be said that every
sort of design activity is underpinned by an
4. Monitor and measure the effects of understanding of its relevant technology.
operations and to control their outcome. Most people, however, would recognise
that some sorts of design activities are
The skills of VALIDATION include the ability more technological than others, in the
to:- sense that they are more reliant upon
objective information about the nature and
1. Discern the appropriate contexts for the behaviour of materials and processes
appraisal of any thing or system and to particularly of the more resistant materials
identify the criteria by which that thing and the more power-using processes.
or system should be judged;
One of the most important aspects of the
2. Nominate the measures appropriate to design process is the way in which it
given criteria and to devise practical or continually calls for the making of
logical tests to determine the decisions which require information from
performance of a given thing or system other disciplines. The form in which this
in relation to them; information is needed means that the
questions which are asked of the
3. Form judgements about the balance of disciplines may be unlike those which the
merit of a given thing or system in disciplines themselves ask as part of their
respect of given criteria; to distinguish own development. For example, although
between different sorts of needs and to scientific information may be needed, the
assign different degrees of importance form in which it is needed effectively
or priority to given needs in different requires the generation of new concepts –
circumstances; ie; Technological concepts. Three strands
of technological concepts can be identified
4. Appraise the efficiency of a given course as constituting the essential basis of
of design activity. design and technological understanding.
The pursuit of ECONOMIC VALUES might The pursuit of MORAL VALUES might
involve an appreciation and application of involve an awareness of:-
the concepts of:-
1. Mankind’s impact on the natural
1. The broad distinction between the ideas environment and his growing
of use-value, intrinsic value and value-in- responsibility for its and his own future
exchange; survival;
2. The distinction between value, price and 2. The inter-relationship between the man-
cost; made world and religious, social,
economic and political philosophies;
3. The concept of the marginal value of
one product or product variation over 3. The needs of individuals in society and
another; ways of meeting them;
How can I make my plans become the belief that there can be articulated a
reality? more fundamental and more
What tools and materials can I use? encompassing model or rationale.
How can I use them?
Must I change my plans because of what Or, perhaps the criticism implies that the
I know about tools and materials? attribution of paramount significance to
Is what I have made a success? tool-making and tool-using is to have
What do I mean by success? displayed a subsidiary model. It says
How do I find out if it is a success? perhaps, that a particular, but nevertheless
Which is more important, their ‘strong’, interpretation of the capacity for
judgement or mine? tool-making and tool-using is actually or
What have I learnt from trying to change potentially partial; and therefore misleading.
the world? It is saying, perhaps, that a model that is
Have I changed? constituted in the tool-making and tool-
What do I value? using capacity is lacking in explanatory
How do I want to live? power: it is not sufficiently persuasive.
What is the world like?
What am I like? Differently put, and perhaps more
accurately, it is not tool-using and tool-
Clearly, the majority of these questions making that is inadequate: it is rather, the
cannot be said to be only the concern of inadequacies inherent in the conceptions
design. Many are shared with philosophy of some practitioners that is weak, and
or ethics, others with art or craft or which is demonstrated in some familiar
technology. But a number can only be curriculum activities. This is a hard-hitting
dealt with by design. And the linkage from view; but its basic proposition may be
introspection, from an understanding of expressed easily enough.
the world as it is, to the decision to act and
to grasp that we are changed by acting, is The proposition is that the capacity for
at the core of what design has to offer as tool-making and tool-using – as commonly
an educational experience at any level. understood, and this is an important
qualification – does not provide the
The significance of tool making constituent basis for a powerful model.
However, the term ‘tool-making and tool-
and using using’ is descriptive of a dimension of, or a
A number of recent statements, including
strand in, a quite different
some originating from the Design
conceptualisation. On this view, the status
Education Unit, have attempted to identify
of tool-making and tool-using is translated
tool making and tool using as the
from constituting a model to being a
fundamental origins of design and,
dimension of a larger conceptualisation. (2)
therefore, at the basis of any design
educational experience. It is a view that
But what is this larger conceptualisation?
has caused uneasiness and, in a recent
Phil Roberts continued:
paper for the Unit, Phil Roberts attempted
to say in just what ways it represents an
It is natural for the human animal to wish
inadequate position. Since he linked his
to ‘make his mark in and on the world’ or
critique with a reassertion that ‘taking
to wish to be recognised as ‘a person’. The
action’ is the fundamental element, it is
human animal is so predisposed. This
worth following it in some detail. Here is a
predisposition may be expressed
series of extracts.
alternatively or additionally in saying that
man exhibits a ‘will to meaning’: he
The criticism directed by some in-field
wishes, necessarily, to understand himself,
practitioners towards the asserted
others, his habitat, and his place in it. The
fundamentalness of tool-making and tool-
will to meaning is an aspect of the need of
using, and their criticism of the degree of
human beings to understand their
significance that is attributed to tool-
condition and habitat – inner and external
making and tool-using presumably imply
reality.
deliberate attempt to educate one another. There are, however, important qualitative
Within the tiny compass of the ‘semantic differences between societies dependent
whole’ provided by a course or conference on craft-based means of production and
it has been remarkable to watch the those where industrialisation is complete.
development of shared languages and the These differences highlight the significance
ability to think new thoughts. of design and clarify its role as a mediator
between technology and culture. It is worth
How relevant is design education? attempting to trace out these differences
We have tried to show that the design rather precisely.
capacity is fundamental to human beings,
that through cognitive modelling it is We have now lived through nearly two
involved in the great enterprise of ‘taking hundred years of industrialisation. Its
action’, of being ‘in control’. We have effects are widespread in spiritual as well
suggested that socially and culturally the as material things. With this as a social and
goal must be to increase participation and historical context, it is possible to list some
to create a ‘semantic whole’ between the of the reasons why it is important to study
equivalent of writers and readers – design in primary and secondary schools,
designers and users. We believe that these business colleges, universities and the like,
concepts and arguments hold together and as well as in design schools:
that they provide the beginnings of a
framework within which design 1. Design, in the broadest sense, is the
educational activity can be planned, bundle of techniques, skills and
implemented, discussed and developed. approaches that can be used to
determine the future character of the
There remains, however, another man-made world of buildings, places,
dimension to the discussion. And that is to images and products. Industrialisation
make it clear that, in an historical has vastly increased the effect of this
perspective, design is not just a desirable activity on the quality of life. It now
educational priority – it is a critical one. We affects everyone.
are at a point where the deliberate
development of the design ability may 2. Democracy demands that everybody has
actually be important for survival. an effective say in the decisions which
determine the future pattern of social
It can be convincingly argued that ‘design life. But such an idea can only be
education’ is simply the most recent form effective if education can bring alive the
of one of the oldest concerns of education. issues involved and develop ways in
It is a particular response to the conditions which non-specialists can study them.
in which we now live, but this does not
mean that education in the past ignored 3. Technology has vastly enlarged the
design. Education has always concerned scope and scale of man’s impact on the
itself with material culture as well as with natural environment. The decisions
literary and scientific culture. If specific taken can have a direct effect on the
labels are ignored, it is easy to see that future survival of the planet. The issues
what is today known as design education are far from simple or clear cut. Design
can trace its ancestry back to mankind’s activity is one medium which can
very first attempts to create shelter, tools, provide practice in dealing with the
images and utensils. types of open-ended problem that are
involved.
It is this third point which is the one with education’ solely with National
the greatest potential for hindering Curriculum Design and Technology?
progress in fundamental research and
which has the effect of discouraging - Design is fundamental to all human
teachers from probing the nature of their beings.
own discipline. It is easy to accept that the
process of working towards policy - The core activity in designing is
objectives may throw light on intentional activity in and on the world.
fundamental issues. But the essential
focus of implementation is not on enquiry - Designing and understanding design are
into and examination of the as much concerned with making meaning
fundamentally problematic phenomena: it as making things and, indeed recognise
is implementation; and implementation is that to intentionally make things is also to
a condition in which the perennial make meaning.
research agenda may remain untouched.
This is not surprising: the receivers of This a very broad framework. If accepted, it
policy – the practitioners in the field – are is possible to see that Design could
required to implement policy objectives. deserve a place alongside Science and the
Never mind that the policy may beg the Humanities as a ‘third area’ but equally
philosophical and operational questions: that it could not be constrained within the
the object of implementation is a match boundaries or any single discipline (for
with specified objectives, not questioning example, architecture) or any single school
of the well-foundedness of policy. subject (for example, Design and
Moreover, even were the distinctions Technology).
between problems located in a
fundamental research agenda and those Recognising the ‘fundamentalness’ of
which arise from the required design can lead to a re-appraisal of those
implementation of policy more frequently curriculum subjects that are related to
distinguished and less rarely conflated, it designing and design awareness and,
is not as simple even as that: policies are similarly, to an invigorating re-appraisal of
predicated on ideology. the sufficiency of ‘the three Rs’ as the basis
for general education. Such a re-appraisal
Public policy and ideology may have an would be especially relevant in a world
obvious connection but are rarely where material culture and mass
explicitly distinguished. Even more rarely communications are ever expanding and
is the ideology basis of much public where, by contrast, poverty is widespread
policy made clear. Research projects and the environment is in crisis. It also
which may be established to support the offers the potential of dissolving the sterile
implementation of policy are also obliged comparison between ‘vocational’ and
to work (if they wish to continue) within ‘academic’ areas of study.
the ideological framework. On this view,
the introduction of National Curriculum However, none of this is likely to be
Design and Technology can perhaps most achieved without engaging with the topics
usefully be understood as an episode in in the perennial research agenda. It is here
the continuing evolution of Design in that Bruce Archer’s taxonomy of the
education and society. The Design field is particularly useful. It
implementation of an ideologically-loaded provides, in itself, a very challenging
policy does not necessary diminish, or programme for the future. To take two
remove, or resolve any of the perennial examples:
and fundamental design research agenda.
DESIGN AXIOLOGY the study of goodness
What then do the papers reprinted here or value in design phenomena with special
have to offer in relation to the perennial regard to the relation between technical,
research agenda and, by implication, in economic, moral and aesthetic values.
moving forward from the philosophical
stagnation induced by identifying ‘design
The study of ‘goodness or value’ in any Here again, the effect of Archer’s taxonomy
field is clearly fundamental to is to place design and designing on a
understanding and practising it. To larger stage and to highlight the narrow
confront and interpret the relations confines of most approaches to design in
between technical, economic, moral and general education.
aesthetic values as they affect, say, urban
planning in developing countries, goes to In ‘the three Rs’ it is suggested that
the heart of one of the most difficult pursuing the knowledge base mapped by
questions facing contemporary society. the taxonomy will require cooperation with
Equally, Western consumerism is based other disciplines. This must be right and it
on a very particular model of design is striking how little it has been done.
axiology which sometimes values
individual demand and immediate It is encouraging to see how the taxonomy
satisfaction more highly than long-term immediately both reveals and organises
social and environmental good. The list of the field of design and design education. It
examples could be expanded very allows us to perceive the constituent areas
considerably. Clearly design axiology is a of the field and to appreciate the different
critical area of understanding and clearly communities that could make a
it goes beyond any particular ideology of contribution to better understanding and
design or economics. Yet the ‘goodness or better practice. It allows distinctions to be
value in design phenomena’ is not well recognised between the general and the
understood or well researched and it specific and particular. It helps us in the
certainly does not occupy a prominent avoidance of such easy errors as arguing
place in general education. from a specific case as though it applied
equally to the whole field and it begins the
DESIGN LANGUAGE (modelling) the study process of identifying which kind of
of the vocabulary, syntax and media for analysis (for example, quantitative or
recording, devising, assessing and qualitative, historical or sociological) is
expressing design ideas in a given area. actually appropriate.
Select Bibliography
This is an extract from a more conducted by the Royal College of Art for
comprehensive bibliography compiled by the Secretary of State for Education and
Phil Roberts in 1991. It concentrates Science), London: Royal College of Art,
specifically on material closely related to Department of Design Research 1979
the Design Education Unit at the Royal
College of Art or to research or official L Bruce Archer, Ken Baynes, Richard
reports that influenced thinking about Langdon, Design in General Education
design education. (Part One: Summary of findings), London:
Royal College of Art, Department of Design
Research 1976
L Bruce Archer, ‘A Closer Look at the
Relations between the Broad Concept of Bernard Aylward (ed), Design Education in
Design in General Education and its Schools, London: Evans 1973
Component Parts’ [Case accounts of work developing in
[A paper presented to Midlands Art Leicestershire LEA; mixed in quality;
Advisers, Leicester, 6 May 1975] historically interesting; early fore-runner of
some of the matters introduced under
L Bruce Archer, ‘Bridges for building, National Curriculum Technology.]
bridges for crossing’
[A paper presented at the 1980 annual Ken Baynes, About Design, London: The
conference of the Association of Art Design Council – Heinemann 1976
Institutions, 9 October 1980]
Ken Baynes (ed), Attitudes in Design
L Bruce Archer, ‘Cognitive Modelling, Education, London: Lund Humphries 1969
Rational Thinking, Language, Designerly [Includes a very good contribution by
Thinking and Imaging’, Royal College of Anthony Horrocks.]
Art, Design Education Unit: internal paper
1982. Ken Baynes, ‘A Case Study in Action
Research’, Design Studies, Volume 3
L Bruce Archer, ‘Design education in Number 4 October 1982, pp 213-219
schools’
[A paper presented at the conference Ken Baynes, ‘Designerly Play’, NADE
’Design Education and Industry’, organised Journal, Spring 1986, pp 25-34
by the Regional Advisory Council for
Technological Education, London & Home Ken Baynes, ‘A Personal Retrospect: The
Counties, 10-14 July 1978] Argument for Design Education’, Studies in
Design Education and Craft, Volume 10
L Bruce Archer, ‘The Mind’s Eye: not so Number 7 Winter 1977, pp8-11
much seeing as thinking’, Designer,
January1980, pp8-9 Ken Baynes, ‘Defining a Design Dimension
of the Curriculum’ (in Thistlewood)
L Bruce Archer, ‘The Need for Design
Education’ Ken Baynes, ‘Design and the Division of
[A paper presented to DES Conference Labour – is Design Radical?’ Seminar
H805, Horncastle, July 1973] paper, RCA Design Education Unit 1979
L Bruce Archer, ‘Time for a Revolution in Ken Baynes and Allan Grant (eds), Design
Art and Design Education’, Royal College Education One: in Schools, Hornsey
of Art: Occasional Papers Number 6 1978 College of Art 1966
L Bruce Archer, Ken Baynes, Richard Ken Baynes and Allan Grant (eds), Design
Langdon, Design in General Education [Phil Education Two: Scientific Techniques,
Roberts (ed)] (The Report of an enquiry Hornsey College of Art 1967
Select Bibliography
A Framework for Design and Design Education 57
Ken Baynes and Phil Roberts, ‘Design Keith-Lucas Report: see Design Council
Education: the basis issues’, RCA Design Richard Landgon, Ken Baynes and Phil
Education Unit (in Richard Langdon et al) Roberts (eds), Design Education (The
proceedings of the Design Education
Nigel Cross, ‘Design Education for section of an international conference on
Laypeople’, Studies in Design Education, design policy held at the RCA, London, 20-
Craft and Technology, Volume 11 Number 23 July 1982), London: The Design Council
2 Spring 1979, pp 68-72 1984
Nigel Cross (ed), Design and Participation, Patrick Nuttgens, ‘Learning to some
[Proceedings of the Design Research purpose’, (Burton Design Award 1977),
Society’s Conference, Manchester, London: SIAD
September 1971], London: Academy [Includes a useful passage on the nature of
Editions 1972 technology, distinguishing it from applied
science.]
Nigel Cross, David Elliott, Robin Roy (eds),
Man-Made Futures: Readings in Society, Oxford, University of, Delegacy of Local
Technology, and Design, London: examinations: Advanced Level ‘Design &
Hutchinson Educational – Open University Technology (Design)’ (9883)
Press 1974 [This GCE A level course is the successor
to the innovative 9883 Design syllabus
Design 328 April 1976 [for articles on which was pioneered in the 1970s. There
design educational developments in are other A level syllabuses and
schools], pp 40-47 examinations but this one reflects
particularly closely the thinking of those
Design Council, Design Education at curriculum innovators who wished to
Secondary Level, (The Keith-Lucas Report), develop a design-based course.]
London: The Design Council 1980
Norman Potter, What is a designer: things,
Design Council, Engineering Design places, messages, London: Hyphen (3rd
Education, (The Moulton Report), London: edn) 1989
The Design Council 1976 [Brilliantly fresh; wonderfully allusive
style.]
John Eggleston (ed), The Best of Craft
Design & Technology, Trentham Books David Pye, The Nature of Design, London:
1988 [The 20th Anniversary Volume of Studio Vista 1964 (but see the later version
Studies in Design Education Craft & which combines this with The Nature of
Technology) Art of Workmanship) [Worth sticking with:
excellent, for instance, on the nature of
Peter Green, Design Education: Problem function and on such easy slogans as ‘form
Solving and Visual Experiences, London: follows function’.]
Batsford 1974
Horst W J Rittell and Melvin M Webber,
Peter Green and J Prescott Thomas, ‘Look ‘Wicket Problems’. in Cross et al [A much-
Out: Design and Environment’, published article, worth reading]
(Programme notes for a schools television
series, for pupils aged 13-16, broadcast in Phil Roberts, Design Examinations at 16+:
Autumn 1972 and Spring 1973), London: Discussions and Proposals, London: RCA
BBC 1972 DEU 1982
Select Bibliography
58 A Framework for Design and Design Education
Select Bibliography
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