Design without Empathy: Leveraging the Past to Appreciate the Value of Human Centered Design
Maria V Miller
Iowa State University
Association of Architectural Educators 2, UK
Abstract
In addition to disciplinary and social responsibility, traditional studio pedagogy typically focuses on learning outcomes that concern communication, history/theory/criticism, technology, materials, and practice. The iterative process in design wrestles with all of these challenges and yet, what do we understand about learning behaviours and studio education? As comprehensive as these learning outcomes appear, the dispositions needed for success are rarely taught as deliberate learning objectives in studio.
Education researchers Art Costa and Bena Kallick are the co-founders of the Habits of Mind Institute, which focuses on sixteen dispositions that empower creative and critical thinking. 1 Educators and administrators are increasingly looking to the Habits of Mind to better refine learning outcomes in higher education. As the design disciplines become increasingly interdisciplinary, the need to teach effective behavioural strategies has become urgent. The Habits of Mind can provide a foundation to help design students better work the iterative process. These habits not only cultivate an empowering awareness, but also provide a valuable a tool for navigating the chasm between disciplines in the field.