Columns

XVIII.4 July + August 2011
Page: 88
Digital Citation

The conflicting rhetoric of design education


Authors:
Jon Kolko

As design has categorically emerged as a necessity for companies and cultures facing massive change, design education has come under increasing scrutiny. What do these designers—who, if you believe the rhetoric, are capable of driving massive innovation, concocting magical experiences, and changing the fundamental rules of the game of business—learn, how do they learn it, and how can these skills be appropriated by other disciplines? As the discussion evolves, it becomes clear there are multiple dimensions to design education, and all seem to be simultaneously under fire. I have my own perspective on what's right—and, mostly, wrong—with design education…




You must be a member of SIGCHI, a subscriber to ACM's Digital Library, or an interactions subscriber to read the full text of this article.

GET ACCESS

Join ACM SIGCHI

In addition to all of the professional benefits of being a SIGCHI member, members get full access to interactions online content and receive the print version of the magazine bimonthly.


Subscribe to the ACM Digital Library

Get access to all interactions content online and the entire archive of ACM publications dating back to 1954. (Please check with your institution to see if it already has a subscription.)


Subscribe to interactions

Get full access to interactions online content and receive the print version of the magazine bimonthly.


Post Comment


No Comments Found