Abstract
This paper summarises the meta-ideologies of education and uses them as a basis for constructing a table of education paradigms that can structure analyses of variations in the studio model of design education. Lamm’s meta-ideologies (Socialisation, Acculturation, and Individuation) are compared to Biesta’s domains of purpose and the “undermining didactic,” which Harpaz defined as the most suitable pattern of instruction for critical thinking. This mapping of educational ideas, patterns, and purposes is used to discuss both the signature pedagogical features of the studio model and the emancipative orientation of Pluriversal Design. This exercise adds nuance to the debate about pedagogical aims and practices in design education by offering a broader articulation of issues than what is typically presented by oppositional models that frame education projects as a sliding scale between extremes.
DOI
https://doi.org/10.21606/drslxd.2025.160
Citation
Hardman, P.(2025) Education meta-ideologies applied to the studio model, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.160
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Full Paper
Education meta-ideologies applied to the studio model
This paper summarises the meta-ideologies of education and uses them as a basis for constructing a table of education paradigms that can structure analyses of variations in the studio model of design education. Lamm’s meta-ideologies (Socialisation, Acculturation, and Individuation) are compared to Biesta’s domains of purpose and the “undermining didactic,” which Harpaz defined as the most suitable pattern of instruction for critical thinking. This mapping of educational ideas, patterns, and purposes is used to discuss both the signature pedagogical features of the studio model and the emancipative orientation of Pluriversal Design. This exercise adds nuance to the debate about pedagogical aims and practices in design education by offering a broader articulation of issues than what is typically presented by oppositional models that frame education projects as a sliding scale between extremes.