METHODOLOGICAL APPROACHES TO THE ORGANIZATION OF DESIGN EDUCATION
DOI:
https://doi.org/10.31652/2412-1142-2021-62-265-274Keywords:
design education, design activity, constructive methodology, methodological approaches in design education, German experience, professional training of designersAbstract
The article demonstrates that in our time the paradigm of design activity has changed
significantly. If before the object of research was the subject of the designer, now he begins his work by
posing problems related to technology, resources, human psychology, local traditions, world trends and
more. The designer must be able to see these problems, analyze their structure, identify different solutions,
develop algorithms for solving, anticipate the possible consequences. All of these skills require a broad
outlook and research skills from the designer.
Analysis of the features of modern professional design activities and publications on the requirements for
the professionalism of modern designers gives grounds to conclude that for success in this area, professional
training of designers should be carried out on the basis of a new design methodology.
Based on the analysis of the works of German scientists on the impact of design on the development of modern society, it is shown that in Germany in the designers’ training design is perceived as an academic
discipline with an independent scientific basis that has its own methodology.
Based on the study of successful practical experience of design and design education in Germany, the main
methodological approaches have been identified, which should be implemented in the training of future
designers in Ukraine. In order to change the situation and prepare a competitive designer, it is proposed to
use the following methodological approaches in design education: systemic, synergetic, civilizational,
globalization, culturological, ethnological, axiological, personal, activity, acmeological, competence,
integrative, heuristic, heuristic oriented.
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