Abstract:
Design pedagogy at tertiary institutions presents students with the task of decoding discourse in many different forms. These include written texts, some of which many students find unrelated to the `real¿ talk about producing and evaluating designs. Such `real¿ talk is found in the design critique, or crit. I attempt to find a way to point to existing connections hitherto not explored between the two forms of discourse. This paper will present three examples of `design as¿ analogies, namely design as bricolage (Louridas, 1999); design as moral problem solving (Dorst and Royakkers 2006) and designing as disclosure (Newton, 2004). The authors¿ explanations of these analogies are held up against the spoken texts of the crits, and I show how their theories are enacted. Some pedagogical implications of the findings are suggested, with activities that could help students bridge the gap between the metadiscourse of the literature and the discourse of the studio.
