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Thinking about what may pose an obstruction for design students from assuming beginner’s mind and perpetuate the state of inattentiveness that Kroll laments, I find the problem to unfold in two ways in studio. First, the process of design in the academic setting is governed by a rhythm of binge production and abrupt halts, very often without a careful consideration of the process. Although many conversations revolve around process work, its value still hinges on the outcomes and not necessarily on the nature of the process. Students do not often learn how to “shift gears” and navigate varied speeds of conceptual exploration and synthetic assembly and critical development.