Architecture and Design students still act based on linear logic categorized in “before and after” and “cause and effect”, and according to Padova & Piardi, in design it doesn’t happen. For Edward De Bono, it presents a convenient format for the practice of the “lateral thinking” – closely connected to the creativity and to the breaking of old ideas, responsible for the restructuration and generation of new conceptual patterns (De Bono, 1990). We face as the biggest barrier of creative academic disciplines: teaching students to think not only with the left side of the brain, responsible by the logic, reason and linear process, but also with the right side, the one working with creativity, imagination and intuition. Far beyond schemes transmitted ith usual techniques, only the deep comprehension of the problems can allow and develop the innovation. Unfortunately, we still teach with old tools; beyond that, the teacher’s formation rarely invests in new learning methodologies (Padova & Piardi 2009). It becomes extremely important through an structured planning of the cognitive processes involved, the investigation of other methods of creative stimulation. The present article is part of the research project entitled “Use of creative methods aiming the innovation in the process of architecture design” and intends to present specifically the didactic experiences aiming the innovation, exchanged between the discipline Architecture Design 2 of the Faculty of Architecture from the Federal University of Rio Grande do Sul and some disciplines and workshops of Interior Design of the School of Design from the Politecnico di Milano.

Uso de Técnicas de Design Thinking no Ensino de Arquitetura

S. PIARDI
2017-01-01

Abstract

Architecture and Design students still act based on linear logic categorized in “before and after” and “cause and effect”, and according to Padova & Piardi, in design it doesn’t happen. For Edward De Bono, it presents a convenient format for the practice of the “lateral thinking” – closely connected to the creativity and to the breaking of old ideas, responsible for the restructuration and generation of new conceptual patterns (De Bono, 1990). We face as the biggest barrier of creative academic disciplines: teaching students to think not only with the left side of the brain, responsible by the logic, reason and linear process, but also with the right side, the one working with creativity, imagination and intuition. Far beyond schemes transmitted ith usual techniques, only the deep comprehension of the problems can allow and develop the innovation. Unfortunately, we still teach with old tools; beyond that, the teacher’s formation rarely invests in new learning methodologies (Padova & Piardi 2009). It becomes extremely important through an structured planning of the cognitive processes involved, the investigation of other methods of creative stimulation. The present article is part of the research project entitled “Use of creative methods aiming the innovation in the process of architecture design” and intends to present specifically the didactic experiences aiming the innovation, exchanged between the discipline Architecture Design 2 of the Faculty of Architecture from the Federal University of Rio Grande do Sul and some disciplines and workshops of Interior Design of the School of Design from the Politecnico di Milano.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11311/1041364
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