About this paper

Appears in:
Pages: 8555-8562
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0947

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

ON GROWTH AND FORMS: THE THIRD INDUSTRIAL REVOLUTION AND DESIGN PEDAGOGY

V. Hui, B. Bortoluzzi, C. Truong, A. Peci

Ryerson University (CANADA)
The increasing accessibility of computation and fabrication technologies in 21st century, ranging from advanced parametric modeling to 3D printing, have dramatically altered the landscape of design education in providing a nearly boundless productivity plain of design representation. This Third Industrial Revolution is a function of the confluence of increasing computational power and diminishing learning curves and technological barriers. Though this accessibility of technology has empowered emerging designers with the liberty to free themselves of conventional design tropes and investigate innovative ideas, the ease of generating imagery and physical representations of fantastic concepts has only widened the pedagogical gap between theoretical, academic pursuits and feasible projects for built reality. As digital design tools gain ubiquity in contemporary academic settings, a pedagogical framework must be established to ensure students can leverage the incredible potential these tools hold as channels for bridging conceptual innovation to application in the real world.

D’Arcy Thompson’s seminal work, “On Growth and Form”, in the early 20th century proposed a complement to Darwinism as it outlined a holistic view of interconnected systems the ultimately dictate the unique forms found in biological structures. If Darwin’s natural selection serves as an analog for the iterative, conceptual design process, then Thompson’s structuralism serves as a basis for designers to develop their ideas beyond the virtual and representational into tangible reality. The authors of this paper posit five key tenets of a design pedagogy “structuralism” that educators may use to drive design innovation without compromising feasibility.

These would include a project’s:
a) physical constraints and natural forces,
b) internal capacity and context,
c) external stimuli and response,
d) production and reproduction, and
e) role as an iteration of a greater evolutionary idea.
@InProceedings{HUI2016ONG,
author = {Hui, V. and Bortoluzzi, B. and Truong, C. and Peci, A.},
title = {ON GROWTH AND FORMS: THE THIRD INDUSTRIAL REVOLUTION AND DESIGN PEDAGOGY},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0947},
url = {http://dx.doi.org/10.21125/iceri.2016.0947},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {8555-8562}}
TY - CONF
AU - V. Hui AU - B. Bortoluzzi AU - C. Truong AU - A. Peci
TI - ON GROWTH AND FORMS: THE THIRD INDUSTRIAL REVOLUTION AND DESIGN PEDAGOGY
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0947
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 8555
EP - 8562
ER -
V. Hui, B. Bortoluzzi, C. Truong, A. Peci (2016) ON GROWTH AND FORMS: THE THIRD INDUSTRIAL REVOLUTION AND DESIGN PEDAGOGY, ICERI2016 Proceedings, pp. 8555-8562.
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