Designerly Ways of Knowing, Nigel Cross

1. “Traditionally, design teachers have been practicing designers who pass on their knowledge, skills, and values through a process of apprenticeship.” Wouldn’t it be more ideal for students to have an educator that is a currently a practicing designer opposed to one that used to be?
2. “Education must be designed deliberately to enhance and to develop students intrinsic cognitive process and abilities.” If education was to be designed to enhance not only cognitive, but also tactile, auditory, and sensory abilities, would it be more beneficial?
3. “The concrete/iconic modes of cognition are particularly relevant in design where as formal/symbolic modes are more relevant in the sciences…it is clear that there is a strong justification for design education in that it provides opportunities particularly the development of concrete/iconic modes.” Can design education also help formal/symbolic modes or the other way around?

This is Research by Design, Johan Verbeke

1. Instead of simply research ‘on’ architecture, researchers should try to establish research ‘in the medium’ of architecture. This means to investigate architecture through architecture not through history, theory, social science or environmental science. If “developing architecture research is to incorporate practice and design studio work into it,” should we not research through other mediums as well to further help develop our research?
2. Verdeke explains the difference between nomothetic and idiographic. Would it be beneficial to the field if architecture was researched through a nomothetic sense? Or would the study of different fields in a nomothetic sense be more beneficial to architecture?
3. “The problem hence with academia today is that is undervalues the diversity in knowledge…This overly particular interpretation is one of the major problems that the ‘creative and ‘making’ disciplines currently face as they attempt to incorporate several types of knowledge.” Doesn’t this some what contradict what Verdeke states later on about how research should be investigated purely ‘in the medium’ of architecture? Does that mean design also undervalues the diversity in knowledge?