Project Title: Reflecting on the future of design education in 21st century india - Towards a Paradigm Shift in Design Fundamentals

Supervisor: Prof Raja Mohanty

What is the paradigm shift in design education for the future of design in India and what aspects need to be rooted and nurtured in fundamentals of design education?

This research is an attempt to establish a need for a paradigm shift in design education and scope aspects that need to be rooted and nurtured in the Fundamentals of Design Education appropriate in the 21st century Indian scenario.Design Fundamentals or Basic Design, as it was referred to in early design education has come a long way since its origins at Bauhaus and its further evolution at Ulm. From analysis of historical models to describing the current curriculums in Basic Design, the research discusses issues, problems and the need for change.

In the nascent period of industrial design, the work was primarily focused upon physical products. Today, however, designers work on organizational structure and social problems, on interaction, service, and experience design where problems involve complex issues. 21st century design education need to be able to design and develop strategies for all and not just look at ‘good form’. There is a visible shift from client-driven projects towards a more reflective ‘Issue Based’ design education that strives for more socially inclusive, locally/glocally/globally relevant solutions - from ‘Consumerism’ to ‘Life Centric’.

The research-work till date has attempted to:
1) Trace the history of modern design education in India, and how western aesthetic sensibilities and design thinking were introduced when adapted in India. The design education programmes in India, actually borrowed its pedagogy as well as its thinking from Bauhaus as well as Ulm school tradition, which resulted in homogenization in learning.

2) Identify issues of concern, crucial in design education today using qualitative research methods. In the early days of industrial design, the work was primarily focused upon physical products. Today, however, designers work on organizational structure and social problems, on interaction, service, and experience design. Many problems involve complex social and political issues.

3) Initiate a need for a paradigm shift in design education today based on literature review. Design education needs to change, yet still retain its essential character. Design today is complex and big, and yet designers are seldom involved in important national decisions. Design education needs to involve students across disciplines, which understand human beings, business, and technology and work collaboratively.

4) Extensively document a case study, which was conducted as a pilot, towards co-creating possible modules for design fundamentals. This collaborative activity was conducted taking into account issues that emerged during the research.

There are no international design solutions available that can address the unique problems of the Indian people such as healthcare, rural and urban sanitation, quality education at the primary and secondary levels, transportation, rural housing, agricultural support, safe water and many other design opportunities across all sectors of the Indian economy. These will have to be addressed locally and design thinking is the new method for identifying problems in old ways of problem solving. This shift from designers as creators, who design for people, to designers as co-creators, who design with people is defining designer’s role in the future.

Contact details:
Industrial Design Centre,
IIT Bombay ,
Powai, Mumbai 400076

Telephone:
091-022-25767812

E-mail: indranideparker[at]gmail.com