Educating the mindful design practitioner

doi:10.1016/j.tsc.2021.100842

2021-09-01

Burçak Altay *

Nicole Porter

DOI：10.1016/j.tsc.2021.100842

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摘要

En 中文

Mindfulness applications are increasing exponentially across many disciplines. However, mindfulness theory and practice within design pedagogy is relatively scarce. What are the operational concepts and applications of mindfulness for acquiring design skills and ethical awareness? We explore these questions through a theoretical framework and two university-based studies where design students engaged in various mindfulness activities. Results show that meditation practices (formal mindfulness) and adopting a mindful approach to design tasks (informal mindfulness) can facilitate exploratory and creative thinking, increase sensory and spatial awareness, 'free up' one's inner critic, and expand students' empathetic horizons. These outcomes suggest mindfulness training is fruitful for the holistic development of students, supporting them to be truly reflective practitioners who creatively attend to the wellbeing of others and themselves.

Keyword:

Creativity

Design education

Ethics

Reflective practice

Mindfulness

Wellbeing

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期刊

Thinking Skills and Creativity

IF:

4.5

论文数:

2.0K

被引数:

5.3K

机构

ihsan dogramaci bilkent university

学者数:

3.6K

论文数: 3.5K

被引数: 8

University of Nottingham

学者数:

3.4W

论文数: 3.2W

被引数: 5.5W

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PREAI

Vincenzo De Lisi; Giorgio Cocconi; Francesco Angelini; Francesco Cavicchi; Francesco Di Costanzo; Germana Gilli; Carmelina Rodinò; Marcello Soldani; Maurizio Tonato; Cecilia Finardi