Design must be an innovative, highly creative, cross-disciplinary tool responsive to the needs of men. It must be more research-oriented, and we must stop defiling the earth itself with poorly-designed objects and structures.
Victor PapanekRead
We live in a society that penalizes highly creative individuals for their non-conformist autonomy. This makes the teaching of problem solving in design both discouraging and difficult. A...student (has) massive blocks against new ways of thinking, engendered by some 16 years of mis-education.
Interpretation
The quote highlights how society suppresses creativity and non-conformity, affecting problem-solving in design education.
Victor Papanek's quote discusses the detrimental effects of a society that punishes creativity and values conformity over individual thought. It emphasizes the struggle educators face in teaching design and problem-solving, as students often come into their education with preconceived notions and limitations developed over years of traditional education, which stifles their ability to think innovatively.
In practice
During a workshop on creative thinking, this quote can be referenced to emphasize the importance of fostering innovation.
Design must be an innovative, highly creative, cross-disciplinary tool responsive to the needs of men. It must be more research-oriented, and we must stop defiling the earth itself with poorly-designed objects and structures.
Design is the patterning and planning of any act toward a desired, foreseeable end... any attempt to separate design, to make it a thing-by-itself works, counter to the fact that design is the primary underlying matrix of life.
There are professions more harmful than industrial design, but only a few.
The only important thing about design is how it relates to people.
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.
If, in schools, we keep teaching that history is divided into American history and Chinese history and Russian history and Australian history, we're teaching kids that they are divided into tribes. And we're failing to teach them that we also, as human beings, share problems that we need to work together with.
I went to Goucher College in Maryland for the best possible reasons - to learn - but then I dropped out at 19 for the best possible reasons - to become a writer.
We must always meet our obligation to those who fall behind without our assistance. But let's remember, without a race there can be no champion, no records broken, no excellence - in education or any other walk of life.
I've had a lot of fun, and when I talk to kids in journalism schools, I say, look, I know what the journalism teachers tell you that this is a great way to perform public service and all that, but I say the main reason, if you decide what you want to do is be a reporter, the main reason you want to do it is because it's just so much fun.
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