Unit 1, Blog Entry 2: Thoughts on Design Education

Mr. Dubberly’s “Design In the Age of Biology” presents a compelling argument that there is a significant paradigm shift in the world of design, and more particularly in how design thinking is evolving. The postulation that design is moving from a more technical model to a more organic, collaborative and service oriented model resonates clearly with me. In particular, I have seen this kind of thinking in interactive media projects where collective design thinking and problem-solving is typically encouraged, and the success of a particular website or software is not determined by a designer or designers working in a vacuum, but rather by a group of individuals of diverse talents and backgrounds coming together as a collective.

The shift, however, is gradual and ongoing. There is plenty of strictly mechanical work taking place on a day-to-day basis. There are also plenty of forward-thinking individuals who have embraced design thinking and sustainable design practices in multiple industries. And as the graphic design industry continues to mature, the day will come when it will evolve from a trade to a profession. This evolution can only happen as more critical thinking takes place around the larger role that design plays in our society and our responsibility as designers to understand the consequences of our design decisions.

1 thought on “Unit 1, Blog Entry 2: Thoughts on Design Education

  1. Joel

    Hello David,

    A collaborative and service oriented model does seem the way to go and it’s something that also helps the design process. This should be looked at not only when collaborating with other like mind individuals but also with the client. I have found that it’s one thing to meet with a client and then disappear and come back with three designs for the client and have them pick. It’s another thing to involve the client in the process, so they can see their design grow organically, but then again we should take caution when involving the client too much.


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