Summary Of 'An Exploration Of Foundational Design Thinking Across Educational Domains'

Johnson, Kaitlyn Page 1

English 104 Personal Response Paper

Mr. Nathaniel Schmidt

Sept. 26th

Demelza Cusens and Hugh Byrd’s main argument in “An Exploration of Foundational Design Thinking Across Educational Domains” comes simply stated: To teach design effectively, foundational design thinking needs to be understood. I believe this is true. How else can people expect students to learn if they themselves do not understand the process of thinking in the related subject? They suggest that designs come from various forms of copying; metaphors, analogies and icons are used as preconceptions by which a design problem is understood.

According to their research and findings I am inclined to agree with them. The intended audience of this article appears to be teachers and educators of the arts and design. According to Cusens and Byrd the charge of the educator is to assist in developing design expertise. The goal of informed teaching practice is ultimately better designers. In order to grow design minds it is necessary to establish the degree and nature of expertise possessed by the student. Cusens and Byrd have written their article in a way that not only teachers and educators will understand but also in a way the general public, who may be interested in this topic, will understand. They have included enough professional vocabulary to make it feel authentic, but yet have written in a commonly understood fashion. We get the sense that they know what they are talking about and are experienced enough to articulate in a believable method.

Johnson, Kaitlyn Page