ENHANCING CRITICAL DESIGN THINKING OF STUDENTSIN THE M.F.A. OF DESIGN PROGRAM AT RANGSIT UNIVERSITY, THAILAND

Abstract

The process of problem-solving in design requires specific skills termed Higher Order Thinking, which are skills needed to analyse complex information, synthesise that to a meaningful set of actionable areas, & then apply design principles to solve problems. The author found these skills generally lacking in most students admitted into the program and in most undergraduate educational programs, as the author also found that most undergraduate programs and curricula are designed around common sense assumptions without much of a scientific foundation.

Given the seismic shifts and challenges we face as humanity which include climate change, attention deficit disorder and mental health due to risks posed by social media, responsible technology, A.I, equity and inclusion, the future of work, and many others, the paradigm shift would be to seek answers to the question of the most appropriate set of skills that can be imparted to students..

This study aims to elicit emergent national policies to enable 21st Century skills and identify the gaps between policy and the focus of Thai design education & industry while acknowledging the social, cognitive and sociocultural paradigms that influence post-graduate education. To bring a scientific basis to teaching new methods, emerging discoveries in neuroscience & research into creativity offered several modalities that can be fostered in everyone willing to acquire new ways to cultivate a design attitude relevant to the emerging times..

This PhD employs the Heuristic Inquiry methodology combined with the reflective process of meditation to tap into the tacit understanding of the author’s nearly three decades of experience in the practice of industrial design, design policy research & advisory combined with teaching postgraduate students.

Heuristic inquiry proved to be the most appropriate methodology to extract knowledge by remaining in a state of ambiguity for extended periods while learning & acquiring new ways of looking at emerging solutions.

The conclusion suggests a convergence of possible frameworks that can be further developed & tested by future researchers & practitioners.

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