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.
The library is inhabited by spirits that come out of the pages at night.
It's hard to propose a $100 laptop for a world community of kids and then not say in the same breath that you're going to depend on the community to make software for it.
In the '70s and '80s there was an attempt in K-12 to teach science through art or art through science. The challenge today is how do you build the ethos of art and design into the academy of science.
There will always be places in the world where good schools don't exist and good teachers don't want to go, not just in the developing world but in places of socioeconomic hardship.
'Charlotte's Web,' which I read sitting on my mother's lap, was the most emotional experience: that was when I made the leap from seeing how to untangle words to realizing how books both contain and convey strong feelings.
We think scientific literacy flows out of how many science facts can you recite rather than how was your brain wired for thinking. And it's the brain wiring that I'm more interested in rather than the facts that come out of the curriculum or the lesson plan that's been proposed.
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