An Experience of "Yes": Independent Schools Begin to Explore and Exploit the Power of Design Thinking

Autor/in	Gow, Peter
Titel	An Experience of "Yes": Independent Schools Begin to Explore and Exploit the Power of Design Thinking
Quelle	In: Independent School, 71 (2012) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-9635
Schlagwörter	Private Schools; Problem Solving; Learning Experience; Aesthetics; Art; Architecture; Art Education; Aesthetic Education + Suchen Sie Ihr Suchwort? Private school; Privatschule; Problemlösen; Lernerfahrung; Ästhetik; Arts; Kunst; Architektur; Education; Art in Education; Bildung; Erziehung; Ästhetische Bildung
Abstract	The inkling was there all along. Back in 2005, in "A Whole New Mind," author Daniel Pink included design--"utility enhanced by significance"--as an essential aptitude for the 21st-century learner. Some attentive independent school educators began looking around. If forward-thinking independent schools are to produce new minds, they maintained, "design"--the proposition that an aesthetic process matters--must be part of the learning experience they offer. Design thinking focuses on a process long familiar to students and teachers in schools of art and architecture: the posing of a problem, perhaps elegantly framed but more likely ill-structured or open-ended--and with some constraints. Working within the constraints, problem solvers work through possible solutions and create workable models for critique, testing, retesting, and redesigning until a breakthrough is achieved. The challenge ahead for independent school educators is to find the most effective ways to deploy design thinking. (Contains 1 note.) (ERIC).
Anmerkungen	National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10