Hostname: page-component-8448b6f56d-m8qmq Total loading time: 0 Render date: 2024-04-19T15:31:20.025Z Has data issue: false hasContentIssue false
  • English
  • Français

The ‘Responsibility’ Factor in Imagining the Future of Education in China

Part of: Design Education

Published online by Cambridge University Press:  26 July 2019

Ellen De Vos ,
Xin Xin ,
Lieven De Marez  and
Marina Emmanouil
Ellen De Vos*
Affiliation:
Department of Industrial Systems Engineering and Product Design, Ghent University; Department of Communication Studies, Research group imec-mict-UGent, Ghent University;
Xin Xin
Affiliation:
Beijing Normal University;
Lieven De Marez
Affiliation:
Department of Communication Studies, Research group imec-mict-UGent, Ghent University; imec
Marina Emmanouil
Affiliation:
Department of Industrial Systems Engineering and Product Design, Ghent University;
*
Contact: De Vos, Ellen, Ghent University, Industrial Design Engineering Technology, Belgium, ehidvos.devos@ugent.be

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students.

Keywords

Early design phasesCreativityDesign educationImagination of the futureChina
Type
Article
Information
Proceedings of the Design Society: International Conference on Engineering Design , Volume 1 , Issue 1 , July 2019 , pp. 599 - 608
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
© The Author(s) 2019

References

Abbey, E. and Valsiner, J. (2005), “Emergence of meanings through ambivalence”, Forum: Qualitative Social Research, Vol. 6 No. 1. http://doi.org/10.17169/fqs-6.1.515Google Scholar
Adams, R. S., Turns, J. and Atman, C., (2003), “Educating effective engineering designers: The role of reflective practice”, Design Studies, Vol. 24 No. 3, pp. 275–294. http://doi.org/10.1016/S0142-694X(02)00056-XGoogle Scholar
Addis, D. R., Wong, A. T. and Schacter, D. L. (2007), “Remembering the past and imagining the future: common and distinct neural substrates during event construction and elaboration”, Neuropsychologia, Vol. 45 No. 7, pp. 1363–1377. https://doi.org/10.1016/j.neuropsychologia.2006.10.016Google Scholar
An, D. and Youn, N. (2018), “The inspirational power of arts on creativity”, Journal of Business Research, Vol. 85, pp. 467–475. https://doi.org/10.1016/j.jbusres.2017.10.025Google Scholar
Bailey, M., Spencer, N., Bentham, A., Baylis, B. and Sams, P. (2016), “What on earth is responsible innovation anyway? (And how to make it happen),” Proceedings of the 18th International Conference on Engineering and Product Design Education, pp. 234–239.Google Scholar
Bailin, S. (1991), “Rationality and intuition”, Philosophical Inquiry in Education, Vol. 4 No. 2, pp. 17–26.Google Scholar
Bennett, S. and Maton, K. (2010), “Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences”, Journal of computer assisted learning, Vol. 26 No. 5, pp. 321–331. https://doi.org/10.1111/j.1365-2729.2010.00360.xGoogle Scholar
Bezerra, C. and Brasell-Jones, M. (2005), “Design Responsibility in Global Open Societies”, Conference Proceedings Joining Forces International Conference on Design Research. University of Art and Design: Helsinki.Google Scholar
Brown, T. (2009), Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, Harper Collins Publishers.Google Scholar
Buchanan, R. (1992), “Wicked problems in design thinking”, Design issues, Vol. 8 No. 2, pp. 5–21. https://doi.org/10.2307/1511637Google Scholar
Buijs, J. A. and Valkenburg, A. C. (2005), Integrale Productontwikkeling. Boom Koninklijke Uitgevers.Google Scholar
Candy, S. (2013), “Time Machine/Reverse Archaeology”, Retrieved, Vol. 11 No. 11.Google Scholar
Collie, N. (2011), “Cities of the imagination: Science fiction, urban space, and community engagement in urban planning”, Futures, Vol. 43 No. 4, pp. 424–431. https://doi.org/10.1016/j.futures.2011.01.005Google Scholar
Corazza, G. E. (2016), “Potential originality and effectiveness: The dynamic definition of creativity”, Creativity Research Journal, Vol. 28 No. 3, pp. 258–267. https://doi.org/10.1080/10400419.2016.1195627Google Scholar
Cross, N. (1997), “Descriptive models of creative design: application to an example”, Design studies, Vol. 18 No. 4, pp. 427–440. https://doi.org/10.1016/S0142-694X(97)00010-0Google Scholar
Csikszentmihalyi, M. and Sawyer, K. (2014), “Creative insight: The social dimension of a solitary moment”, The systems model of creativity, pp. 73–98. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9085-7_7Google Scholar
Design Council (2005), “The double diamond design process model”, https://www.designcouncil.org.ukGoogle Scholar
Feland, J. M., Leifer, L. J. and Cockayne, W. R. (2004), “Comprehensive design engineering: Designers taking responsibility”, International Journal of Engineering Education, Vol. 20 No. 3, pp. 416–423. https://doi.org/0949-149X/91Google Scholar
Gatto, G. and Mccardle, J. (2016), “The designer and the scientist: The road to inspire transdisciplinary synergies”, Proceedings of the 18th International Conference on Engineering and Product Design Education (E and PDE16), DS 83, pp. 468–473.Google Scholar
Gill, C. and Graell, M. (2016), “Teaching design thinking: Evolution of a teaching collaboration across disciplinary, academic and cultural boundaries”, Proceedings of the 18th International Conference on Engineering and Product Design Education (E and PDE16), DS 83, pp. 34–39.Google Scholar
Gilson, L.L. and Shalley, C. E. (2004), “A little creativity goes a long way: An examination of teams’ engagement in creative processes”, Journal of management, Vol. 30 No. 4, pp. 453–470. https://doi.org/10.1016/j.jm.2003.07.001Google Scholar
Gilson, L. L. and Madjar, N. (2011), “Radical and incremental creativity: Antecedents and processes”, Psychology of Aesthetics, Creativity, and the Arts, Vol. 5 No. 1, p. 21.10.1037/a0017863Google Scholar
Gilson, L. L., Lim, H. S., Litchfield, R. C. and Gilson, P. W. (2015), “11 Creativity in Teams: A Key Building Block for Innovation and Entrepreneurship”, The Oxford handbook of creativity, innovation, and entrepreneurship, p. 177.Google Scholar
Glăveanu, V. P. and de Saint Laurent, C. (2015), “Political Imagination, Otherness and the European Crisis”, Europe's journal of psychology, Vol. 11 No. 4, pp. 557–564. https://doi.org/10.5964/ejop.v11i4.1085Google Scholar
Gosselin, D. and Tindemans, B. (2016), Thinking Futures: Strategy at The Edge of Complexity and Uncertainty, Lannoo Meulenhoff-Belgium.Google Scholar
Guemes-Castorena, D. (2009), “Megatrend methodology to identify development opportunities”. PICMET Proceedings 6, Portland International Conference, pp. 2391–2396.10.1109/PICMET.2009.5261829Google Scholar
Hekkert, P., Mostert, M. and Stompff, G. (2003), “Dancing with a machine: a case of experience-driven design”, Proceedings of the international conference on Designing pleasurable products and interfaces, pp. 114–119. ACM. https://doi.org/10.1145/782896.782925Google Scholar
Hekkert, P. and Van Dijk, M. (2011), Vip-Vision In Design: A Guidebook for Innovators, BIS Publishers.Google Scholar
Johansson-Söldberg, U., Woodilla, J. and Çetinkaya, M. (2013), “Design thinking: past, present and possible futures”, Creativity and innovation management, Vol. 22 No. 2, pp. 121–146. https://doi.org/10.1111/caim.12023Google Scholar
Joore, P. and Brezet, H. (2015), “A Multilevel Design Model: the mutual relationship between product-service system development and societal change processes”, Journal of Cleaner Production, Vol. 97, pp. 92–105. https://doi.org/10.1016/j.jclepro.2014.06.043Google Scholar
Kaufman, P. (1997), “Michael Jordan Meets C. Wright Mills: Illustrating the Sociological Imagination with Objects from Everyday Life”, Teaching Sociology, Vol. 25 No. 4, pp. 309–314. https://doi.org/10.2307/1319299Google Scholar
Kaufman, J.C. and Beghetto, R. A. (2009), “Beyond big and little: The four c model of creativity”, Review of general psychology, Vol. 13 No. 1, p. 1. https://doi.org/10.1037/a0013688Google Scholar
Kilgore, D., Atman, C. J., Yasuhara, K., Barker, T. J. and Morozov, A. (2007), “Considering Context: A Study of First-Year Engineering Students” Journal of Engineering Education, Vol. 96 No. 4, pp. 321–334. https://doi.org/10.1002/j.2168-9830.2007.tb00942.xGoogle Scholar
Le Guin, U. K. (1996), Unlocking the Air: Stories. Harper Collins.Google Scholar
Leerberg, M., Riisberg, V. and Boutrup, J. (2010), “Design responsibility and sustainable design as reflective practice: An educational challenge”, Sustainable Development, Vol. 18 No. 5, pp. 306–317. https://doi.org/10.1002/sd.481Google Scholar
Lewis, T. (2006), “Creativity: A framework for the design/problem solving discourse in technology education”, Journal of technology education, Vol. 17 No. 1, p. 36.Google Scholar
Lu, Z. and Junjie, S. (2018), “The study of gamification learning theory based on the perspective of learning experience”, E-education Research, Vol. 39 No. 06, pp. 11–20. (*)Google Scholar
Manzini, E. and Cullars, J. (1992), “Prometheus of the Everyday: The Ecology of the Artificial and the Designer's Responsibility”, Design Issues, Vol. 9 No. 1, pp. 5–20. https://doi.org/10.2307/1511595Google Scholar
Markman, K. D., Klein, W. M. and Suhr, J.A. (2012). Handbook of Imagination and Mental Simulation, Psychology Press.10.4324/9780203809846Google Scholar
Montgomery, E.P. and Woebken, C. (2016), Extrapolation Factory - Operator's Manual: Publication Version 1.0, CreateSpace Independent Publishing Platform.Google Scholar
Namier, L. B. (1942) “Conflicts: Studies in Contemporary History”, pp. 69–70.Google Scholar
Niu, W. and Sternberg, R. J. (2006), “The philosophical roots of Western and Eastern conceptions of creativity”, Journal of Theoretical and Philosophical Psychology, Vol. 26 No. 1, p. 18.10.1037/h0091265Google Scholar
Parrish, P. (2006), “Design as storytelling”, TechTrends, Vol. 50 No. 4, pp. 72–82.10.1007/s11528-006-0072-7Google Scholar
Raven, P. G. and Elahi, S. (2015), “The New Narrative: Applying narratology to the shaping of futures outputs”, Futures, Vol. 74, pp. 49–61. https://doi.org/10.1016/j.futures.2015.09.003Google Scholar
Rolandi, A. (2018), Retrieved December 2, 2018 from http://www.socialsensibility.org/project-16-7-WordsGoogle Scholar
Reijers, W., Wright, D., Brey, P., Weber, K., Rodrigues, R., O'Sullivan, D. and Gordijn, B. (2018), “Methods for Practising Ethics in Research and Innovation: A Literature Review, Critical Analysis and Recommandations”, Science and Engineering Ethics, Vol. 24 No. 5, pp. 1437–1481.10.1007/s11948-017-9961-8Google Scholar
Salovaara, A. and Mannonen, P. (2005), “Use of Future-Oriented Information in User-Centered Product Concept Ideation”, IFIP Conference on Human-Computer Interaction, pp. 727–740.Google Scholar
Schacter, D. L. and Madore, K. P. (2016), “Remembering the past and imagining the future: Identifying and enhancing the contribution of episodic memory”, Memory Studies, Vol. 9 No. 3, pp. 245–255. https://doi.org/10.1177/1750698016645230Google Scholar
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.Google Scholar
Shalley, C. E., Gilson, L. L. and Blum, T. C. (2000), “Matching creativity requirements and the work environment: Effects on satisfaction and intentions to leave”, Academy of management journal, Vol. 43 No. 2, pp. 215–223. https://doi.org/10.5465/1556378Google Scholar
Shalley, C. E. and Gilson, L. L. (2017), “Creativity and the management of technology: Balancing creativity and standardization”, Production and Operations Management, Vol. 26 No. 4, pp. 605–616. https://doi.org/10.1111/poms.12639Google Scholar
Shiming, Z. and Tian, W. (2018), “An Empirical Study of Gamification Learning in China's Basic Education Stage”, Digital Education, Vol. 22, pp. 50–55. (*)Google Scholar
Selin, C., Kimbell, L., Ramirez, R. and Bhatti, Y. (2015), “Scenarios and design: Scoping the dialogue space”, Futures, Vol. 74, pp. 4–17. http://doi.org/10.1016/j.futures.2015.06.002Google Scholar
Shanks, M. (1967), The Innovators: The Economics of Technology, Penguin Books, Baltimore.Google Scholar
Stahl, B.C. (2013), “Virtual suicide and other ethical issues of emerging information technologies”, Futures, Vol. 50, pp. 35–43. http://doi.org/10.1016/j.futures.2013.03.004Google Scholar
Stilgoe, J., Owen, R. and Macnaghten, P. (2013), “Developing a framework for responsible innovation”, Research Policy, Vol. 42 No. 9, pp. 1568–1580. https://doi.org/10.1016/j.respol.2013.05.008Google Scholar
Svanaes, D. and Seland, G. (2004), “Putting the users center stage: role playing and low-fi prototyping enable end users to design mobile systems”, Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 479–486.Google Scholar
Swierstra, T. and Jelsma, J. (2006), “Responsibility without moralism in techno scientific design practice”, Science, technology, and human values, Vol. 31 No. 3, pp. 309–332. http://doi.org/10.1177/0162243905285844Google Scholar
Taohua, L. (2016), “Factors Affecting and Countermeasures the Development of home-school Students’ Learning Autonomy after Class”, The Chinese Teacher, Vol. 6, p. 75. (*)Google Scholar
Tschimmel, K. (2012), “Design Thinking as an effective Toolkit for Innovation”, ISPIM Conference Proceedings.Google Scholar
Visser, W. (2006), “Designing as construction of representations: A dynamic viewpoint in cognitive design research”, Human–Computer Interaction, Vol. 21 No. 1, pp. 103–152. https://doi.org/10.1207/s15327051hci2101_4Google Scholar
Watson, R. (2017), “Mega trends and technologies 2017-2050”. Retrieved December 10, 2017 from https://nowandnext.com/PDF/Mega%20Trends%20and%20Technologies%202017-2050%20(Print).jpgGoogle Scholar
Xiaohong, W. (2016), “A Study on Strategies of College Students’ EQ Cultivation”, Master of Education thesis, Sichuan International Studies University. (*)Google Scholar
Xin, C. and Lijun, N. (2018), “The Battle of Online and Offline Modes: Where Does College Education Go”, China Economist, Vol. 8, pp. 184–185. (*)Google Scholar
Yufeng, X. (2018), “Analysis of the Lack of Reasons for Pupils’ Learning Initiative and its Cultivation”, PC Fan, Vol. 7, p. 196. (*)Google Scholar
Zhuoxin, X. (2018), “Research on the Emotional Education Path of College Students from the Perspective of Harmonious Personality”, The Home of Drama, Vol. 279, p. 193. (*)Google Scholar
(*) translated from Chinese.Google Scholar