Titlebook: Design Praxiology and Phenomenology; Understanding Ways o Lynde Tan,Beaumie Kim Book 2022 Springer Nature Singapore Pte Ltd. 2022 design-ba

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978-981-19-2808-6Springer Nature Singapore Pte Ltd. 2022

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https://doi.org/10.1007/978-1-349-09805-7requires deep understanding in order to mitigate a reductionist approach, which tends to overlook the complexity of implementing design knowledge. Educating designerly aims to produce thinkers who can benefit from designers’ extensive experience and who are more attuned to the “realities” of profess

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Kamalakannan Kannaiyan,Aravind Vaidyanathanescriptive perspective aims to understand the way designers think and work but has been criticized for its absence of a clear definition of design thinking. On the other hand, the prescriptive perspective considers design thinking as a method to innovate and create value. The prescriptive design thi

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Pratibha Dogra,Ram Prakash Bhartind between teams are important. Moreover, non-oral communication within a team of architects and designers can be an effective way of welcoming team members and including everyone’s ideas, suggestions, and feedback. However, a need still exists for practical educational methods that inculcate these

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https://doi.org/10.1007/978-3-030-85943-5 teaching of design across various faculties, with a particular focus on technology case studies. Building on existing practices in design teaching, new perspectives have been provided by Aboriginal and other First Peoples. This design teaching has been developed as a process of knowing, learning, a

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Vorticity and Boundary Layer Separations, and instructional designers. Designerly knowing is a unifying theme that underpins the education of designers of learning. However, teaching designerly knowing to the designers of learning is not straightforward as it not only involves challenging their existing design routines and teaching conce