Abstract
This paper suggests that an Enhanced Reflective Practice model, as part of a structured reflective practice discipline, supports the vision of an initiative known as “Design Praxium”. This initiative aims to fulfil: (i) a need for a new type of design practice; (ii) a deeper design educational experience; (iii) a new generation of designers that are able to shape new contexts through design. Design Education would benefit from the inclusion of practical ways to cultivate values that may develop hand in hand with design theory and technique. If mental training disciplines that aim to ultimately foster cooperative human qualities can be inserted within existing structured reflective disciplines in an educational context, then rising design students may progress into professional endeavours with higher potential of making more sustainable and socially responsible choices. This paper presents the theoretical context for a developing study that will investigate if the techniques of Enhanced Reflective Practice stimulate mindfulness and promote cooperative human qualities. It is argued that developing these qualities within a design education environment holds the potential to move 'Design' towards the vision of 'Design Praxium'. Moreover, it is concluded that the significant value of this approach is the seamless integration of the disciplines of mindfulness and that of structured reflective practice.
Keywords
Enhanced Reflective Practice; Mindfulness; Stillness; Meditation
DOI
https://doi.org/10.21606/learnxdesign.2013.127
Citation
Rojas, F.(2013) Enhancing structured reflective practice to complement the “Design Praxium” vision, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.127
Creative Commons License
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Included in
Enhancing structured reflective practice to complement the “Design Praxium” vision
This paper suggests that an Enhanced Reflective Practice model, as part of a structured reflective practice discipline, supports the vision of an initiative known as “Design Praxium”. This initiative aims to fulfil: (i) a need for a new type of design practice; (ii) a deeper design educational experience; (iii) a new generation of designers that are able to shape new contexts through design. Design Education would benefit from the inclusion of practical ways to cultivate values that may develop hand in hand with design theory and technique. If mental training disciplines that aim to ultimately foster cooperative human qualities can be inserted within existing structured reflective disciplines in an educational context, then rising design students may progress into professional endeavours with higher potential of making more sustainable and socially responsible choices. This paper presents the theoretical context for a developing study that will investigate if the techniques of Enhanced Reflective Practice stimulate mindfulness and promote cooperative human qualities. It is argued that developing these qualities within a design education environment holds the potential to move 'Design' towards the vision of 'Design Praxium'. Moreover, it is concluded that the significant value of this approach is the seamless integration of the disciplines of mindfulness and that of structured reflective practice.