Abstract
The main premise of this paper is to centralize the experiential mode as a fundamental to Design Research whether by practice–based or by practice-led knowledge. This paper will map the process of different ‘knowings’ of practice, how they manifest themselves into critical knowledge for Design. Through this researcher’s engagement with the experiential, came an understanding that could not otherwise have surfaced without the practice–based inquiry and methodologies. ‘Practice’ is a central imperative of Design, yet the nature of these activities we call ‘practices’ is never the less complex in its critical edification and defining how it contributes and shapes ‘culture building’ (Scrivener 2008). To advance research the knowing needs to have ‘impact of consequence’ (Biggs 2006). While the research needs to ‘change the knowledge’ (McAllister 2006) of the subject domain, it also often changes the nature of the ‘practice’. Making sense of how ‘knowing practice’ can add to research of / for / by Design education and therefore locating practice in the institute needs to be relevant to the contemporaneous Design Research.
Keywords
practice-based, practice-led, experiential practices, research practice, design education
DOI
https://doi.org/10.21606/learnxdesign.2013.093
Citation
McAllister, H.(2013) Design Knowledge from Practice(s), 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.2013.093
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Design Knowledge from Practice(s)
The main premise of this paper is to centralize the experiential mode as a fundamental to Design Research whether by practice–based or by practice-led knowledge. This paper will map the process of different ‘knowings’ of practice, how they manifest themselves into critical knowledge for Design. Through this researcher’s engagement with the experiential, came an understanding that could not otherwise have surfaced without the practice–based inquiry and methodologies. ‘Practice’ is a central imperative of Design, yet the nature of these activities we call ‘practices’ is never the less complex in its critical edification and defining how it contributes and shapes ‘culture building’ (Scrivener 2008). To advance research the knowing needs to have ‘impact of consequence’ (Biggs 2006). While the research needs to ‘change the knowledge’ (McAllister 2006) of the subject domain, it also often changes the nature of the ‘practice’. Making sense of how ‘knowing practice’ can add to research of / for / by Design education and therefore locating practice in the institute needs to be relevant to the contemporaneous Design Research.