From Problem-Solving Paradigm to Co-Ontogenic Drift
How Do Learning Narratives Self-Generate
Bibliographic Data
| ID | 10271356 |
|---|---|
| Authors | Johann van der Merwe (Cape Peninsula University of Technology), Julia Brewis (Cape Peninsula University of Technology) |
| Year | 2011 |
| Volume | 44 |
| Issue | 2 |
| Pages | 133-138 |
| Publication date | 2011-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Leonardo (JOURNAL) |
| Journal identifiers | ISSN: 0024-094X • E-ISSN: 1530-9282 |
| Publisher | MIT Press - Journals (PUBLISHER) |
| DOI | 10.1162/leon_a_00117 |
| OpenAlex | W2005628515 |
| Language | EN |
| References cited | 3 |
It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift
Autopoiesis · Cognitive science · Epistemology · Linguistics · Maxim · Narrative · Sociology · Artificial Intelligence · Computer Science · Design Education and Practice · Digital Storytelling and Education · Language, Metaphor, and Cognition · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |