CREATIVE ability, CREATIVE thinking, PERCEPTION, DISCOURSE analysis, and THEMATIC analysis
Designerly ways of knowing have significant untapped potential to inform creativity research. In this article, I draw upon in-depth interviews with expert design scholars to examine this connection. Thematic analysis reveals how design offers potential lenses on creativity that are not often taken up in dominant psychological discourses around creativity. I situate this by framing the need for design-based knowledge within creativity literature. The findings reflect a view of creativity involving perception, intuition, and ability to re-see the world; creativity as an action-orientated phenomenon; and a focus on the ethics of creativity in an increasingly technology-empowered society. In exploring scholarly definitions of and views about creativity, there are insights on how design offers distinctive viewpoints for paradigms around creativity. [ABSTRACT FROM AUTHOR]
DESIGN thinking, CREATIVE ability, CURRICULUM planning, MOTIVATION in education, and SCHOOL environment
The problems educators face in professional practice are complex, varied, and difficult to address. These issues range across teaching and learning topics, to social or community issues, classroom climate issues and countless others. Such problems are multifaceted, cross-disciplinary, human-centered, and rarely solved through simple or linear solutions. Grappling with them requires educators to think creatively about educational problems of practice. But given the challenges and expectations facing teachers, creativity is often seen as leisure in teaching practice. While creativity is considered a core 21st century thinking skill, many people are hesitant to self-identify as “creative,” or are uncomfortable with intellectual risk-taking and open-endedness. We suggest that design thinking may provide an accessible structure for teachers and teacher educators to think creatively in dealing with educational problems of practice. We examine a qualitative study of a graduate teaching course framed around using design thinking to creatively approach educational problems of practice. We discuss thematic takeaways that teachers experienced in learning about and using design thinking skills to approach educational problems of practice. Implications suggest that design thinking skills may provide habits of mind that benefit teachers in creative problem navigating. [ABSTRACT FROM AUTHOR]
Design, Teacher Role, Empathy, Educational Change, and Educational Practices
Teachers may be confused or put off by buzzwords like "design thinking," but the concept is a useful one: To solve stubborn, everyday problems of practice in schools, they should approach those problems strategically and systematically. Specifically, explain the authors, teachers gain new insights into challenges they face when they take steps to empathize with students, come to terms with the uncertainties of school change, and learn to think of themselves as designers.
An interview with Design Jordan product design head Therwah Abdelhaq is presented. When asked about the background of the firm, he discloses that the company aims to bring positive social change through the use of product innovation. Described as a client-based service provider, he explains that the services being offered by the firm varies depending on client needs. He also talks about the use of recyclable materials for environment-friendly design projects.