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From design thinking to design knowing: An educational perspective

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The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).
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Keywords: design education; design knowledge; design pedagogy; design thinking; educational model; interdisciplinary design

Document Type: Research Article

Publication date: October 1, 2019

More about this publication?
  • How can art, design and communication aid teaching? Do these teaching methods work better in certain fields of study? Focusing on arts and media-based subjects, and encompassing all areas of higher education, this journal reveals the potential value of new educational styles and creative teaching methods.

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