It was when I threw out a reference to the movie, Rashomon, by Kurosawa, while talking to a young designer at work, only to have him blink at me in response, that I was moved to write this ‘rant’ or ‘view’ or, in my case, ‘informed opinion’. ‘The Rashomon Effect‘, has become a reference for contextual truth or subjective reality, i.e. shared experiences may be interpreted uniquely by each member of the group or team, and for a practicing professional designer, one who deals in the world of interpretation, to be unaware of this seminal piece of creative work, appalled me.
When I asked him what his educational background was, he said it was a BFA (Bachelor of Fine Arts) in Visual Communications from a better known school in the USA. This is a four year degree on a university campus, where one assumes, one is exposed to the great works of film, literature and the arts in near human history. How then, can one be ignorant of the influence of Francois Truffaut, Peter Brooks’ 10 hour long epic, The Mahabharata or even Leonardo’s use of The Golden Ratio?
My intention here, today, is to begin a conversation on design education, and to ask all you, a global audience, to share your own experiences in education. Is this issue one that is only faced in the United States, where I’ve met and interviewed hundreds of designers seeking graduate design education, or is it prevalent in Europe, Asia and Oceania? Ian, as an educator based out of Australia with significant Chinese experience, what is your opinion?
In my own experience, I’ve been educated in the British system until the O levels, followed by a year in an american high school, then undergraduate degree in Bangalore and of course, a year at the National Institute of Design, Ahmedabad. From an early age, my schooling was such that I was exposed to world literature and culture, culminating in an intense experience at NID. In the 10 months I was there, I was exposed to Bharata Natyam through the AISEC, French filmography, the Battleship Potemkin, The Caucasian Chalk Circle et al. Every weekend, there was a film festival or a dance recital or an art exhibition. All of these influences, states the philosophy of the design school, written by Charles and Ray Eames, converge to create design professionals who are able to manifest in tangible form, their enhanced aethestic sensibilities.
15 comments so far
Because I don’t have a “design” background, I cannot speak for design education in the US. But I can speak for undergraduate education in general at universities in the US.
When I entered university as an engineering major, I was handed a sheet of paper with my next four years planned out. Amongst the math and science and engineering courses, I had a grand total of something like two electives.
I promptly switched to a liberal arts path, where I was able to take courses on such things as Japanese film, rhetoric, and Los Angeles. As a recently self-affirmed generalist pursuing a graduate degree in Interaction Design, not only did I find these courses much more interesting and rewarding on a personal level, but they also provide a broad base from which I can draw upon when working on design issues.
My question to you is “What constitutes design education?” While you certainly need a certain amount of rigor and structure to an education, one of the strengths of design is coming up with unique solutions. As such, the eclectic mix of influences on each of us contributes to this intention (and hopefully to its success).
I think the more pertinent point is that while some fundamental basis for design education should probably exist (and I would argue that this is the purpose, on some level, of education: to provide us with words to speak the same language), just as important is the drive to continue that education throughout life.
Along these lines, what are the basics? What should every designer know or understand? I could easily argue that the ability to communicate via the written word is just as important as the ability to draw, yet how many graphic designers are encouraged to take classes on rhetoric?
I think a list of these resources would be helpful not just for people entering the educational system, but also for those of us who enter the design field at a later age: a relative newcomer, I am slowly learning the language of design, but I’m way behind in some areas compared to those who began at an early age.
Of course, at the same time I can draw upon my unique background (which tends to even things out), but the design language barrier and familiarity with the field tend to make things difficult or confusing at times. Here’s to constant education!
Wow Niti, This is a big topic I think, and one that is ripe for discussion.
It may be in fact that the original impetus for your “rant”, The Rashomon Effect is in fact a perfect analogy for how people see what is occuring in design education across the globe. What I mean to say is that there will undoubtedly be a range of equally valid but divergent perspectives on where it is going, what student need to know and what they need to be exposed to in terms of cultural enrichment. These perspectives a driven/fed by our own experiences both professional and personal, education and cultural backgrounds.
Actually I’ve been thinking about how to respond for several days now since you posted. Given the big implications it is good that you are interested in starting a dialogue about the topic as I think it cannot be summed up in short bites of info.
In the light of the concerns you raise, I am reflecting on:
-my own “education” as a designer.
-how I acquired a broader understanding of aesthetics as they relate to design, design histories and the context of the ongoing evolution of the profession.
-my experiences working with students not only in China and Australia, but in Singapore and France also.
-how design is taught in the studios immediately under my supervision.
-and finally in response to Dave’s question “What constitutes design education?”
I’ve spoken with colleagues today about the post and find they share some of my thoughts and intuitions about the tendencies toward, shall we say blissful lack of awareness on the part of many design students of what some of us would see as iconic, classic and essential works of design, film, music etc.
But to begin with, I agree with you Niti, at least in the context of my current experiences working in Australia - students are not aware [for many reasons I think] of the larger cultural landscape.
I’ve got lots more to say about this topic and hope we can elaborate, tease out some of the themes and generally discuss this topic further here.
Thanks for raising this as a discussion topic.
Dave : Thank you!!! What a wonderful post, my comments in conjunction to my response to Ian.
Ian: Reading dave’s thoughtful response on his experiences and your thoughtful response leads me to think that there is a seed here for a blog / conversation on “Global Design Education” more so in the light of the changes taking place around the world re: innovation, competition and the subsequent “rise of design thinking”. Also indicators such as SAP’s investment in d.school and also at NID. Would you be interested in taking the lead in creating a space for such conversations? We can start with sharing Dave’s comments, yours and mine as the foundation?
Or, perhaps Hans Henrik will be open to giving us a “runway” at CPH127 for this flight path, Hans, what do you say?
Dave, your post is really excellent in that it focusses the attention again on what designer’s need to know and more specifically [at least in terms of this particular conversation] what design education should consist of. Importantly you also allude to the crucial importance of lifelong learning, whcih is clearly of relevance to both individual and organisations.
Niti, all the following points can, and should be, elaborated on constructively. A range of factors that may at least begin to explain a lack of general cultural awareness and knowledge supporting and informing design graduates’ practice, would from my perspective include:
- shifts in curriculum to emphasise technology in relation to professional practice. I note many students are obsessed with learning software over other aspects of practice.
-diminishing budgets for campuses to provide cultural sevices and pursuits for students.
-a broader cultural climate [at least in the west] towards rationalism and pure economics over aesthetic, social and cultural values which is in turn reflected in student expectations and the apparent requirements of industry.
-the “google” age where information is only a click away. Why seek information out when we have to process so much of it anyway?
-societal pressure on young people to “perform” rather than explore.
-the overiding and ubiquitous nature of popular culture - particularly US popular culture across the planet.
-the effects of globalism and the role of media in defining what is legitimised as popular “culture”.
This is clearly not a definitive list.
The results, in my experience, and I suspect that of many other design educationalists, is numerous students similar those you identified in your original post.
The creation of a space online for discussion and dialogue about global design education is an interesting and exciting prospect. It would provide an opportunity for these themes and others of equal importance to be examined.
I like the name “Global Design Education” for such an endeavour.
Hi all,
Very interesting topic! And I think your idea, Niti, to create a “runway at CPH127 for this flight path” is great! It is relevant for students and practioners alike since learning should be life long.
Should we start with a new category or create something more distinct and focused on this topic (a blog within the blog)? What did you have in mind, Niti?
Hi Niti, Ian, Dave and Magnus
Sorry for my late reply - I just had my 2. son last saturday and are BUSY “re-arranging” my lovely family 
Take a look at - http://www.flickr.com/photos/publicmind/
…..yes, life is also about other things than CPH127
What an interesting and relevant discussion – I agree that we should do something special out of the topic.
As I see it we have several possibillities:
a. Create a new blog
b. Establish a new category
c. Introduce a “Runway” - a blog-in-the-blog as part of the horizontal navigation.
Using the momentum of CPH127 could of course be a asset, maybe preferable - the number of readers on CPH127 could be “lifted” over to this new “runway” but of course also create new visitors on the “mother-ship”
If I’m allowed to wish, I would prefer b or c – maybe c with you Niti and you Ian - and maybe also you Dave - in the lead?
What do you think?
All the best
Hans Henrik
Good Morning all from the US of A,
Before I respond with thoughtfulness to Ian’s bullet point outline of the range of factors [very comprehensive!] a note,
Global Design Education - it could encompass the issues faced even by the B Schools, and could form, what Dave suggests, as a checklist of seminal subjects or ‘must see’ movies,plays etc that are part and parcel of the human race’s cultural potential, past and present. And provide the ‘threshold’ to lifelong learning to those of us in the design industry. And by using option C, Hans, CPH127 provides a “Knowledge Base” or portal for people to start investigating information from around the world - Scandinavian culture is so rich - Bergman comes to mind - as is Europe, Asia, Oceania.
So I prefer C myself. What do you say, Ian?
I too agree that option C is my preference.
Additionally Niti, the potentials you are identifying would form a valuable resource for design educators everywhere - and for other professionals too no doubt.
To date as far as I am aware there is no portal that enables and facitlitates interactive, collaborative discussion on the topics, challenges and opportunities specifically about global design education.
Given the important implications and the neccessity of developing the best kind of design educational forms we can for the future of industries, and dare i say it - humankind, I think it is a must do project. So let’s do it
First, Ian, Thank you for your positive response to suggestion C. And your supportive comments.
Hans, “Take Off” Global Design Education please
Lastly, also why doesn’t this set up “remember personal info”? Or am I the only one who has to keep typing in my details everytime I comment? help!
Dear both
Ian - I think your right and the more important it is that we think it the right way. I start right a way
Just to clearyfy - we establish a “Runway” in the top navigation. The first Runway will be “Global Design Education”.
…it opens up for other rundways as well - but let see to that. In the meantime we could use the overall “Runway” for the “Global Design Education”-conversation.
This new Runway will look and feel like CPH127, but have different categories? If so, which?
A general issue - would it be okay to call the overall navigation in the horizontal bar - “Runway”? I like it very much Niti
Other issues that we should take into considerations?
All the best
Hans Henrik
Well Hans,
first issue from previous comment:)
why doesn’t this set up “remember personal info”? Or am I the only one who has to keep typing in my details everytime I comment? help!
Second, Since the categories are dynamic, don’t worry about them yet, start with “Global”, “Design”, “Education”, “Graduate”, “Undergraduate”, “Policy” and “Culture” - later we can add them as we need more
Yes, call the top bar Runway it is good :))
Niti
First thing first - I’ll look into it - promise. Right now I don’t know how to solve the “problem”
Next thing - I’ll work on it during the next 24 hours - “consider it as done”
All the best
Hans Henrik
Hans, I agree…
The airport analogy has proved very adaptable I think calling the overall navigation in the horizontal bar the “Runway” is logical and appropriate to what the site is developing into.
Keeping the overall look and feel consistent with the rest of CPH is efficient and the best way forward with this initiative.
A range of issues for discussion will likely include:
Realities/challenges
Paradigm shifts/new directions/new thinking
Multidisciplinary strategies
Technologies and learning
Curriculum/What designers need to know
Culture and context
Projects/Collaborations/opportunities
Student input
However as Niti points out they will continue to be dynamic.
Re the Remember personal info? - I always type in my details
Ian, Hans,
I must say this, I’m getting the “warm fuzzies” just thinking about how a conversation on a post in this blog is leading to an innovative new direction for the CPH127 community We are demonstrably practicing what we preach here, folks, KUDOS and CLAPPING!
Ok, gotta get back to answering my emails
Niti
pls send me the answer of this question ” Literature can be interesting, innovating and dynamic. Discuss.
Thanks