Abstract
This paper discusses the results and content of letters written by students, as the final assignment in a design theory class. The proposal involved using correspondence as a method of reflection. The aim was to explore the pedagogical potential of letter writing to foster reflective learning in design, as well as to examine epistolary writing as an activity that promotes analytical thinking and a deeper understanding of design as both a practice and a discipline. Students were challenged to compose letters addressed to someone (living or deceased), something, or somewhere – in the past, present, or even the future – expressing their personal understanding of design. After a series of course-long debates, the educators exchanged letters with one another, analyzing the students' work and reflecting on their own experiences of reading and writing as a pedagogical practice. The results indicate that the epistolary format stimulates critical reflection and dialogue, helping to articulate diverse perspectives highlighting the potential of correspondence to enrich the teaching and learning process in design. The analysis of the letters revealed rich and multifaceted dialogues, with reflections on the relationship between design and context, the influence of technology on design practice, and the importance of considering social and historical dimensions when designing. The study concludes that integrating letter writing into design education opens new possibilities for exploring the interaction between dialogue, reflection, and design practice.
DOI
https://doi.org/10.21606/drslxd.2025.095
Citation
Schettino, A.C.,and Camara, R.(2025) Reflective correspondences: letter writing as a tool for design education, 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.2025.095
Creative Commons License
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Conference Track
Letter
Reflective correspondences: letter writing as a tool for design education
This paper discusses the results and content of letters written by students, as the final assignment in a design theory class. The proposal involved using correspondence as a method of reflection. The aim was to explore the pedagogical potential of letter writing to foster reflective learning in design, as well as to examine epistolary writing as an activity that promotes analytical thinking and a deeper understanding of design as both a practice and a discipline. Students were challenged to compose letters addressed to someone (living or deceased), something, or somewhere – in the past, present, or even the future – expressing their personal understanding of design. After a series of course-long debates, the educators exchanged letters with one another, analyzing the students' work and reflecting on their own experiences of reading and writing as a pedagogical practice. The results indicate that the epistolary format stimulates critical reflection and dialogue, helping to articulate diverse perspectives highlighting the potential of correspondence to enrich the teaching and learning process in design. The analysis of the letters revealed rich and multifaceted dialogues, with reflections on the relationship between design and context, the influence of technology on design practice, and the importance of considering social and historical dimensions when designing. The study concludes that integrating letter writing into design education opens new possibilities for exploring the interaction between dialogue, reflection, and design practice.