Abstract
The design profession evolved during technologically transformative times of industrialization. While the requirements of mass production have been the major paradigm shaping the nature of industrial design education in industrialised countries, developing countries also embraced it despite their late and peculiar processes of industrialisation. The idea was that the industrial sectors in these countries would also need industrial designers who are able to design products for mass production. This, in turn, caused the ignorance of crafts or at best the view to keep them as a source of product ideas that would appeal to tourists or export markets looking for “authentic” products. In this paper, we will explore the past and current ways of linking with crafts in design education in three countries with different historical backgrounds and industrialization experiences. We identify some of the notable differences and overlaps in the integration of crafts in design schools in three different countries and show reciprocal influences between crafts and design schools with a modernist tradition.
Keywords
craft, design profession, transformative times, comparative exploration
DOI
https://doi.org/10.21606/drs.2022.211
Citation
Minder, B., Er, Ö., and Das, S. (2022) Involving craft know-how and traditions in design education: Cases of Switzerland, Turkey and India, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.211
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Involving craft know-how and traditions in design education: Cases of Switzerland, Turkey and India
The design profession evolved during technologically transformative times of industrialization. While the requirements of mass production have been the major paradigm shaping the nature of industrial design education in industrialised countries, developing countries also embraced it despite their late and peculiar processes of industrialisation. The idea was that the industrial sectors in these countries would also need industrial designers who are able to design products for mass production. This, in turn, caused the ignorance of crafts or at best the view to keep them as a source of product ideas that would appeal to tourists or export markets looking for “authentic” products. In this paper, we will explore the past and current ways of linking with crafts in design education in three countries with different historical backgrounds and industrialization experiences. We identify some of the notable differences and overlaps in the integration of crafts in design schools in three different countries and show reciprocal influences between crafts and design schools with a modernist tradition.