Abstract
Mindfulness has become a phenomenon of interest in the design research community due to its positive effects on a broad range of human qualities and experiences relevant to the field. However, research intersecting mindfulness and design education is still in its infancy, leaving unanswered questions about the nature of this relationship and its potential integration into design education. We addressed this gap through a theory-based analysis of relevant literature in the field. First, we synthesize the transferable applications of mindfulness into design educational practices within a four-dimensional framework: 1) mindfulness-based pedagogical tools; 2) enhanced reflective practices; 3) enhanced creative experiences; and 4) cultivating design competences. Next, through a critical reflection of the framework we discuss implications and opportunities for further research. This manuscript aims to support the development of practice-based methods and tools in the design pedagogy field and to assist researchers in navigating and developing this promising research path.
Keywords
mindfulness and design; mindful learning; design education; design practice
DOI
https://doi.org/10.21606/iasdr.2023.764
Citation
Iberbuden, A.(2023) Educating the mindful designer: Exploring Mindfulness Practices in Design Education, in De Sainz Molestina, D., Galluzzo, L., Rizzo, F., Spallazzo, D. (eds.), IASDR 2023: Life-Changing Design, 9-13 October, Milan, Italy. https://doi.org/10.21606/iasdr.2023.764
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
shortpapers
Included in
Educating the mindful designer: Exploring Mindfulness Practices in Design Education
Mindfulness has become a phenomenon of interest in the design research community due to its positive effects on a broad range of human qualities and experiences relevant to the field. However, research intersecting mindfulness and design education is still in its infancy, leaving unanswered questions about the nature of this relationship and its potential integration into design education. We addressed this gap through a theory-based analysis of relevant literature in the field. First, we synthesize the transferable applications of mindfulness into design educational practices within a four-dimensional framework: 1) mindfulness-based pedagogical tools; 2) enhanced reflective practices; 3) enhanced creative experiences; and 4) cultivating design competences. Next, through a critical reflection of the framework we discuss implications and opportunities for further research. This manuscript aims to support the development of practice-based methods and tools in the design pedagogy field and to assist researchers in navigating and developing this promising research path.