Design Thinking – Part 2

Western thinking is based on “analysis.” In order, to understand information, to understand situations we need to analyse them. Through analysis, we break down complex and unknown circumstances into bite-sized chunks that we can recognise and with which we can cope.

We teach analysis because it is undoubtedly important but also because it is much more convenient to teach. You can ask students to analyse situations; you can give students case studies and ask them to analyse situations. Within analysis, we are interested in “what is.” Within design, we become interested in “what could be?”

Within the education sector, we ought to give as much weight to the design of ideas and the design of action as we give to analysis.

Design uses information and design uses logic. Design needs to use creativity to put forward possible concepts and to change existing perceptions. Design is the basis for action; we set out to achieve something. Theoretically, there is only one truth, and you approach nearer and nearer to that truth. With design, there can be any number of designs provided all of them satisfy the design brief. Some designs will be better than others in all aspects and some better in different aspects.

Design Process

IDEO in their design thinking toolkit for teachers recommends five areas of focus.
1. Discovery:- builds a solid foundation for your ideas. Discovery means opening up new opportunities and getting inspired to create new ideas.
2. Interpretation:- transforms your stories into meaningful insights. It involves storytelling, as well as sorting and condensing thought until you’ve found a compelling point of view and clear direction for ideation.
3. Ideation:- means generating lots of ideas.
4. Experimentation:- brings your thoughts to life.
5. Evolution:- the development of your concept over time.

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