¶ … Wicked Problems in Design Thinking" focuses on the process of and concepts behind design, and how these have changed over the centuries of human intellectual history. Whereas, at first, the concept was subject to categorization within a specific subject field, the author argues that this can no longer be the case. Indeed, since the start of the 20th century, there has been a shift away from compartementalized subject fields towards a greater understanding of design as integrated with other fields of thought. Indeed, the author argues for design as a "liberal art."
Furthermore, Buchanan argues that the refinement and expansion of knowledge cannot extend its usefulness beyond the library or laboratory without an integration of sets of knowledge via communication. Often, the design process, by its nature as an integrative discipline, is one of the ways in which such usefulness can be achieved.
"…knowledge is achieved by a new kind of art directed toward orders of change." Knowledge is no longer only the traditional discipline of study; it has become an active process of re-imagining and contribution.
"Dewey pointed toward science as art." Science has become a discipline focused on designing solutions in response to problems experienced in everyday life.
We tend to identify knowledge with a hardware product, but overlook the art behind it. This is a remnant of the traditional view of knowledge.
Design is a significant factor in shaping all human experience. We all design solutions to our challenges and problems.
Discussion between designers and scientists seldom yield useful reesults. This is because, in many ways, these professionals still see their disciplines as mutually exclusive rather than integrative.
"…all men and women may benefit from an early understanding...
Meanings are no longer fixed.
Participants in the design process are drawn together by the conception and planning of the artificial.
The importance of the article to the classroom is that the design process is not bound by a particular subject field or discipline. This is what makes it relevant to both the classroom, theory, and to life in more practical terms. In the classroom, we can use the design process to find solutions to set problems. We can find innovative and creative ways to further the discipline within which we study, and to creatively offer arguments that might be more or less persuasive.
For myself, in my personal life, I find myself in agreement with the author. Those who offer design products within any profession or discipline offer arguments in which we as recipiens can be active participants. At the same time, we as human beings in the 21st century are all part of our own design process. We are all designers, finding solutions to pertinent problems on an individual and collective scale. Even something as simple as drawing up a time table for scheduling study and assignments can be regarded as an individualized design process. In this way, we can see design as part of all life and all effort towards finding solutions for…
