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Learning and Teaching Through Design


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Table of Contents

Contents: Foreword; Introduction; Design education contexts and designer identities; Richness and alienation: the experiences of researchers in design education; Learning through doing; Freedom, risk and constraint: creative design learning; On not being able to write: the visual and the verbal; To infinity and beyond: expectations and experiences of technology; Conclusion; Bibliography; Index.

About the Author

Dr Philippa Lyon worked in university administration and management for a number of years. She taught English Literature in continuing and then higher education and researched and published literary and cultural analyses of war poetry. A period of employment as a research officer in the health professions led to an interest in interdisciplinary arts and health research and her interests have since developed into further areas, leading for example to editorship of a book about the history of Brighton School of Art, exhibition organization and involvement in design educational research projects.


'This book makes a unique and valuable contribution to our knowledge of design education in universities and museums. It is the first book-length study of a singular learning and teaching initiative, exploring the experiences of a remarkable group of curators, researchers, students and lecturers who set out to investigate the way in which we learn about and from design in our museums and universities. The book captures the way these inquiries have questioned, challenged and extended our understanding of how design education is shaped - and how it might evolve and anticipate the needs of the future.' David Anderson, Director of the National Museum of Wales, UK '...this is a useful introduction for non-designers or people about to embark on careers as design educators. For people more familiar with this culture and its practices, the book's uses lie more as an introduction to some of the fascinating CETLD projects, although as the mentions of those are teasingly brief, readers might prefer to directly consult the reports (listed in the bibliography).' Innovative Practice in Higher Education, April 2014

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