Download the full text in
PDF (86 kB)
Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: The concept of proscription enables certain characteristics of the design studio to be highlighted and some of the difficulties mentioned by Herr to be understood, and it raises the question: What does “open-ended” mean in a formal learning context?
Perrin N. (2014) The device design studio: Proscribe in order to promote new knowledge. Constructivist Foundations 9(3): 409–411. http://constructivist.info/9/3/409
To stay informed about comments to this publication and post comments yourself, please log in first.
|Comment by Liss Werner · 17 Jul 2014|
|Many thanks for your article. Interestingly in architectural design studios, at least in schools were curricula are not that restricted, the approach you are referring to is part of pedagogical practice. So not really a device as such, but part of the genome of teaching. Setting up a restricted system for proscripted projects. I also teach a seminar called ‘Process Modelling’ in a Systems Engineering Master class and interestingly students in the first instance have incredible difficulties with this ‘restricted freedom’ implied in proscripting. But after a while start thinking in a design-like way to construct their processes.|