EMBRACING RISK IN THE STUDIO CLASSROOM OR HOW WE LEARNED TO STOP WORRYING AND LOVE WICKED PROBLEMS

“Wicked problems are too messy and complicated for student designers to deal with.” At least that’s what we thought until we realized that wicked problems have immense potential for self-improvement… and they are all around us! This qualitative case study explores the use of cognitive-risk teaching experiences which help students adapt their abilities to the complexities and consequences of real-life design problems. Non-risky, or planned teaching methods where learning is focused on routines with predetermined outcomes are insufficient for developing flexible student thinkers (i.e. cognitive recycling). Embracing risk forces students to consider the consequences of the design act from various viewpoints (i.e. cognitive upcycling). Two types of approaches are associated with resolving wicked problems: 'explorative' and 'investigative.' This article challenges instructors to boost risk taking and encourage students to utilize exploratory and/or investigative ways of solving complex, “wicked” design problems.