Abstract
The world around us is undergoing transformational change under the hammer and anvil of emerging technologies like AI, robotics, big data, etc., and sweeping sociocultural ferment that has characterized the first two decades of this century. It is increasingly apparent that the various streams and disciplines that once defined traditional human specializations and knowledge networks in the last century are increasingly dovetailing into each other via a series of intersections and overlaps. The idea that all design disciplines are interconnected, flow into each other and that this flow is accelerated by advances in technology towards a singularity or a metadiscipline has increasingly gained prominence across the world. The frameworks for creative problem solving and design are articulated and disseminated through the myriad interdisciplinary design programmes across the world today. Despite providing access to an array of sophisticated educational, pedagogical, and technological tools and their abundant possibilities they are often inadequate in transmitting the design mindsets and attitudes demanded by our evolving futures. Faculty across the world are struggling with the quintessential depth versus spread quandary. Creation of flexible symbiotic and osmotic learning environments and balancing them with the transference of design, aesthetic, and cognitive skills has been at the core of my work as a faculty of design at the UID. This paper explores how a design foundation curriculum can be leveraged to provide a scaffolding framework of interdisciplinary, conceptual and future ready design and techno aesthetic skills.
Presenters
Rudrajit BoseProfessor /Assistant Director, Lifestyle Accessories, United world Institute of Design, Karnavati University, Gujarat India, Gujarat, India
Details
Presentation Type
Theme
KEYWORDS
Interdisciplinary, Cognition, Foundation, Design, Complexity, Education, Osmosis, Pedagogies
