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61-428: Design is the creation of a plan or specification for the construction of an object or a system. Design or The Design may also refer to: Design People who produce designs are called designers . The term 'designer' usually refers to someone who works professionally in one of the various design areas. Within the professions, the word 'designer' is generally qualified by the area of practice (for example:

122-586: A fashion designer , a product designer , a web designer , or an interior designer ), but it can also designate other practitioners such as architects and engineers (see below: Types of designing). A designer's sequence of activities to produce a design is called a design process, with some employing designated processes such as design thinking and design methods . The process of creating a design can be brief (a quick sketch) or lengthy and complicated, involving considerable research, negotiation, reflection, modeling , interactive adjustment, and re-design. Designing

183-412: A paradeigma is meant to guide an audience would be exemplified by the role of a personal accountant. It is not the job of a personal accountant to tell a client exactly what (and what not) to spend money on, but to aid in guiding a client as to how money should be spent based on the client's financial goals. Anaximenes defined paradeigma as "actions that have occurred previously and are similar to, or

244-410: A century) led to a theory of atomic structure that accounts well for the bulk properties of matter; see, for example, Brady's General Chemistry . According to P J Smith, this ability of science to back off, move sideways, and then advance is characteristic of the natural sciences, but contrasts with the position in some social sciences, notably economics. This apparent ability does not guarantee that

305-467: A change in how a given society goes about organizing and understanding reality. A "dominant paradigm" refers to the values, or system of thought, in a society that are most standard and widely held at a given time. Dominant paradigms are shaped both by the community's cultural background and by the context of the historical moment. Hutchin outlines some conditions that facilitate a system of thought to become an accepted dominant paradigm: The word paradigm

366-410: A community of practitioners, i.e., In The Structure of Scientific Revolutions , Kuhn saw the sciences as going through alternating periods of normal science , when an existing model of reality dominates a protracted period of puzzle-solving, and revolution , when the model of reality itself undergoes sudden drastic change. Paradigms have two aspects. Firstly, within normal science, the term refers to

427-410: A direct view of the bedrock of reality itself, and obscuring the possibility that there might be other, alternative imageries hidden behind it. The conviction that the current paradigm is reality tends to disqualify evidence that might undermine the paradigm itself; this in turn leads to a build-up of unreconciled anomalies. It is the latter that is responsible for the eventual revolutionary overthrow of

488-476: A discipline's core model of reality has happened in a more evolutionary manner, with individual scientists exploring the usefulness of alternatives in a way that would not be possible if they were constrained by a paradigm. Imre Lakatos suggested (as an alternative to Kuhn's formulation) that scientists actually work within research programmes . In Lakatos' sense, a research programme is a sequence of problems, placed in order of priority. This set of priorities, and

549-452: A framework of concepts, results, and procedures within which subsequent work is structured. Normal science proceeds within such a framework or paradigm. A paradigm does not impose a rigid or mechanical approach, but can be taken more or less creatively and flexibly. The Oxford English Dictionary defines a paradigm as "a pattern or model, an exemplar; a typical instance of something, an example". The historian of science Thomas Kuhn gave

610-450: A long period during which no competing alternative has shown itself capable of resolving the anomaly. He also presented cases in which a dominant paradigm had withered away because its lost credibility when viewed against changes in the wider intellectual milieu. Kuhn himself did not consider the concept of paradigm as appropriate for the social sciences. He explains in his preface to The Structure of Scientific Revolutions that he developed

671-588: A paradigm can only apply to a system that is not in its final stage. Beyond its use in the physical and social sciences, Kuhn's paradigm concept has been analysed in relation to its applicability in identifying 'paradigms' with respect to worldviews at specific points in history. One example is Matthew Edward Harris' book The Notion of Papal Monarchy in the Thirteenth Century: The Idea of Paradigm in Church History . Harris stresses

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732-464: A paradigm, research programme, research tradition, and/ or professional imagery. These structures will be motivating research, providing it with an agenda, defining what is and is not anomalous evidence, and inhibiting debate with other groups that fall under the same broad disciplinary label. (A good example is provided by the contrast between Skinnerian radical behaviourism and personal construct theory (PCT) within psychology. The most significant of

793-411: A range of applications both for the term 'art' and the term 'design'. Applied arts can include industrial design , graphic design , fashion design , and the decorative arts which traditionally includes craft objects. In graphic arts (2D image making that ranges from photography to illustration), the distinction is often made between fine art and commercial art , based on the context within which

854-600: A scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly: a philosophical or theoretical framework of any kind ." The Oxford Dictionary of Philosophy (2008) attributes the following description of the term in the history and philosophy of science to Thomas Kuhn 's 1962 work The Structure of Scientific Revolutions : Kuhn suggests that certain scientific works, such as Newton's Principia or John Dalton's New System of Chemical Philosophy (1808), provide an open-ended resource:

915-656: Is also a part of general education, for example within the curriculum topic, Design and Technology . The development of design in general education in the 1970s created a need to identify fundamental aspects of 'designerly' ways of knowing, thinking, and acting, which resulted in establishing design as a distinct discipline of study. Substantial disagreement exists concerning how designers in many fields, whether amateur or professional, alone or in teams, produce designs. Design researchers Dorst and Dijkhuis acknowledged that "there are many ways of describing design processes," and compare and contrast two dominant but different views of

976-497: Is also a widespread activity outside of the professions of those formally recognized as designers. In his influential book The Sciences of the Artificial, the interdisciplinary scientist Herbert A. Simon proposed that, "Everyone designs who devises courses of action aimed at changing existing situations into preferred ones." According to the design researcher Nigel Cross , "Everyone can – and does – design," and "Design ability

1037-436: Is also still used to indicate a pattern or model or an outstandingly clear or typical example or archetype . The term is frequently used in this sense in the design professions. Design Paradigms or archetypes comprise functional precedents for design solutions. The best known references on design paradigms are Design Paradigms: A Sourcebook for Creative Visualization , by Wake, and Design Paradigms by Petroski. This term

1098-430: Is also used in cybernetics . Here it means (in a very wide sense) a (conceptual) protoprogram for reducing the chaotic mass to some form of order. Note the similarities to the concept of entropy in chemistry and physics. A paradigm there would be a sort of prohibition to proceed with any action that would increase the total entropy of the system. To create a paradigm requires a closed system that accepts changes. Thus

1159-425: Is apparent from his analogy between a paradigm shift and the flip-over involved in some optical illusions. However, he subsequently diluted his commitment to incommensurability considerably, partly in the light of other studies of scientific development that did not involve revolutionary change. One of the examples of incommensurability that Kuhn used was the change in the style of chemical investigations that followed

1220-490: Is based on an empiricist philosophy and broadly consistent with the agile approach and methodical development. Substantial empirical evidence supports the veracity of this perspective in describing the actions of real designers. Like the rational model, the action-centric model sees design as informed by research and knowledge. At least two views of design activity are consistent with the action-centric perspective. Both involve these three basic activities: The concept of

1281-466: Is informed by research and knowledge in a predictable and controlled manner. Typical stages consistent with the rational model include the following: Each stage has many associated best practices . The rational model has been widely criticized on two primary grounds: The action-centric perspective is a label given to a collection of interrelated concepts, which are antithetical to the rational model. It posits that: The action-centric perspective

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1342-464: Is now generally seen as too limited. Some examples of contemporary paradigm shifts include: Kuhn's idea was, itself, revolutionary in its time. It caused a major change in the way that academics talk about science; and, so, it may be that it caused (or was part of) a "paradigm shift" in the history and sociology of science. However, Kuhn would not recognize such a paradigm shift. Being in the social sciences, people can still use earlier ideas to discuss

1403-618: Is something that everyone has, to some extent, because it is embedded in our brains as a natural cognitive function." The study of design history is complicated by varying interpretations of what constitutes 'designing'. Many design historians, such as John Heskett , look to the Industrial Revolution and the development of mass production. Others subscribe to conceptions of design that include pre-industrial objects and artefacts, beginning their narratives of design in prehistoric times. Originally situated within art history ,

1464-401: Is the usual developmental pattern of mature science" (p. 12). Paradigm shifts tend to appear in response to the accumulation of critical anomalies as well as in the form of the proposal of a new theory with the power to encompass both older relevant data and explain relevant anomalies. New paradigms tend to be most dramatic in sciences that appear to be stable and mature, as in physics at

1525-400: The design cycle is understood as a circular time structure, which may start with the thinking of an idea, then expressing it by the use of visual or verbal means of communication (design tools), the sharing and perceiving of the expressed idea, and finally starting a new cycle with the critical rethinking of the perceived idea. Anderson points out that this concept emphasizes the importance of

1586-503: The 1900 Merriam-Webster dictionary defines the technical use of paradigm only in the context of grammar) and of rhetoric (as a term for an illustrative parable or fable ). In linguistics , Ferdinand de Saussure (1857–1913) used paradigm to refer to a class of elements with similarities (as opposed to syntagma – a class of elements expressing relationship. ). The Merriam-Webster Online dictionary defines one usage of paradigm as "a philosophical and theoretical framework of

1647-453: The accepted standard model theory the experiment would test for. To illustrate the point, an experiment to test for the mass of neutrinos or the decay of protons (small departures from the model) is more likely to receive money than experiments that look for the violation of the conservation of momentum, or ways to engineer reverse time travel. Mechanisms similar to the original Kuhnian paradigm have been invoked in various disciplines other than

1708-515: The account is veridical at any one time, of course, and most modern philosophers of science are fallibilists . However, members of other disciplines do see the issue of incommensurability as a much greater obstacle to evaluations of "progress"; see, for example, Martin Slattery's Key Ideas in Sociology . Opaque Kuhnian paradigms and paradigm shifts do exist. A few years after the discovery of

1769-424: The associated set of preferred techniques, is the positive heuristic of a programme. Each programme also has a negative heuristic ; this consists of a set of fundamental assumptions that – temporarily, at least – takes priority over observational evidence when the two appear to conflict. This latter aspect of research programmes is inherited from Kuhn's work on paradigms, and represents an important departure from

1830-539: The concept of paradigm precisely to distinguish the social from the natural sciences. While visiting the Center for Advanced Study in the Behavioral Sciences in 1958 and 1959, surrounded by social scientists, he observed that they were never in agreement about the nature of legitimate scientific problems and methods. He explains that he wrote this book precisely to show that there can never be any paradigms in

1891-671: The design process: as a rational problem-solving process and as a process of reflection-in-action. They suggested that these two paradigms "represent two fundamentally different ways of looking at the world – positivism and constructionism ." The paradigms may reflect differing views of how designing should be done and how it actually is done, and both have a variety of names. The problem-solving view has been called "the rational model," "technical rationality" and "the reason-centric perspective." The alternative view has been called "reflection-in-action," "coevolution" and "the action-centric perspective." The rational model

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1952-544: The discovery of electrostatic photography , xerography and the quartz clock . Kuhn pointed out that it could be difficult to assess whether a particular paradigm shift had actually led to progress, in the sense of explaining more facts, explaining more important facts, or providing better explanations, because the understanding of "more important", "better", etc. changed with the paradigm. The two versions of reality are thus incommensurable . Kuhn's version of incommensurability has an important psychological dimension. This

2013-399: The elementary account of how science works . According to this, science proceeds through repeated cycles of observation, induction, hypothesis-testing, etc., with the test of consistency with empirical evidence being imposed at each stage. Paradigms and research programmes allow anomalies to be set aside, where there is reason to believe that they arise from incomplete knowledge (about either

2074-474: The end of the 19th century. At that time, a statement generally attributed to physicist Lord Kelvin famously claimed, "There is nothing new to be discovered in physics now. All that remains is more and more precise measurement." Five years later, Albert Einstein published his paper on special relativity , which challenged the set of rules laid down by Newtonian mechanics , which had been used to describe force and motion for over two hundred years. In this case,

2135-423: The historical development of the discipline of design history coalesced in the 1970s, as interested academics worked to recognize design as a separate and legitimate target for historical research. Early influential design historians include German-British art historian Nikolaus Pevsner and Swiss historian and architecture critic Sigfried Giedion . In Western Europe, institutions for design education date back to

2196-479: The history of science. Perhaps the greatest barrier to a paradigm shift, in some cases, is the reality of paradigm paralysis : the inability or refusal to see beyond the current models of thinking. This is similar to what psychologists term confirmation bias and the Semmelweis reflex . Examples include rejection of Aristarchus of Samos' , Copernicus ', and Galileo 's theory of a heliocentric solar system,

2257-426: The idea of "social paradigm" in the context of social sciences. He identified the basic components of a social paradigm. Like Kuhn, Handa addressed the issue of changing paradigm; the process popularly known as " paradigm shift ". In this respect, he focused on social circumstances that precipitate such a shift and the effects of the shift on social institutions, including the institution of education. This broad shift in

2318-418: The incumbent paradigm, and its replacement by a new one. Kuhn used the expression paradigm shift (see below) for this process, and likened it to the perceptual change that occurs when our interpretation of an ambiguous image "flips over" from one state to another. (The rabbit-duck illusion is an example: it is not possible to see both the rabbit and the duck simultaneously.) This is significant in relation to

2379-409: The issue of incommensurability (see below). An example of a currently accepted paradigm would be the standard model of physics. The scientific method allows for orthodox scientific investigations into phenomena that might contradict or disprove the standard model; however grant funding would be proportionately more difficult to obtain for such experiments, depending on the degree of deviation from

2440-533: The many ways these two sub-disciplines of psychology differ concerns meanings and intentions. In PCT, they are seen as the central concern of psychology; in radical behaviourism, they are not scientific evidence at all, as they cannot be directly observed.) Such considerations explain the conflict between the Kuhn/ Dogan view, and the views of others (including Larry Laudan, see above), who do apply these concepts to social sciences. Handa, M.L. (1986) introduced

2501-427: The means of expression, which at the same time are means of perception of any design ideas. Philosophy of design is the study of definitions, assumptions, foundations, and implications of design. There are also many informal 'philosophies' for guiding design such as personal values or preferred approaches. Some of these values and approaches include: The boundaries between art and design are blurry, largely due to

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2562-432: The mirror-neurons that provide a hard-wired basis for the human capacity for empathy, the scientists involved were unable to identify the incidents that had directed their attention to the issue. Over the course of the investigation, their language and metaphors had changed so that they themselves could no longer interpret all of their own earlier laboratory notes and records. However, many instances exist in which change in

2623-414: The new paradigm reduces the old to a special case in the sense that Newtonian mechanics is still a good model for approximation for speeds that are slow compared to the speed of light . Many philosophers and historians of science, including Kuhn himself, ultimately accepted a modified version of Kuhn's model, which synthesizes his original view with the gradualist model that preceded it. Kuhn's original model

2684-600: The nineteenth century. The Norwegian National Academy of Craft and Art Industry was founded in 1818, followed by the United Kingdom's Government School of Design (1837), and Konstfack in Sweden (1844). The Rhode Island School of Design was founded in the United States in 1877. The German art and design school Bauhaus , founded in 1919, greatly influenced modern design education. Design education covers

2745-535: The opposite of, those which we are now discussing". The original Greek term παράδειγμα ( paradeigma ) was used by scribes in Greek texts (such as Plato 's dialogues Timaeus [ c. 360 BCE] and Parmenides ) as one possibility for the model or the pattern that the demiurge supposedly used to create the cosmos. The English-language term paradigm has technical meanings in the fields of grammar (as applied, for example, to declension and conjugation –

2806-586: The philosophy of science. These include: the idea of major cultural themes, worldviews (and see below), ideologies , and mindsets . They have somewhat similar meanings that apply to smaller and larger scale examples of disciplined thought. In addition, Michel Foucault used the terms episteme and discourse , mathesis, and taxinomia, for aspects of a "paradigm" in Kuhn's original sense. In The Structure of Scientific Revolutions , Kuhn wrote that "the successive transition from one paradigm to another via revolution

2867-480: The physical sciences and in historical organisations such as the Church is that the former, unlike the latter, requires technical expertise rather than repeating statements. In other words, after scientific training through what Kuhn calls ' exemplars ', one could not genuinely believe that, to take a trivial example, the earth is flat , whereas thinkers such as Giles of Rome in the thirteenth century wrote in favour of

2928-422: The pope, then could easily write similarly glowing things about the king. A writer such as Giles would have wanted a good job from the pope; he was a papal publicist. However, Harris writes that 'scientific group membership is not concerned with desire, emotions, gain, loss and any idealistic notions concerning the nature and destiny of humankind...but simply to do with aptitude, explanation, [and] cold description of

2989-434: The primarily sociological importance of paradigms, pointing towards Kuhn's second edition of The Structure of Scientific Revolutions . Although obedience to popes such as Innocent III and Boniface VIII was widespread, even written testimony from the time showing loyalty to the pope does not demonstrate that the writer had the same worldview as the Church, and therefore pope, at the centre. The difference between paradigms in

3050-401: The set of exemplary experiments that are likely to be copied or emulated. Secondly, underpinning this set of exemplars are shared preconceptions, made prior to – and conditioning – the collection of evidence. These preconceptions embody both hidden assumptions and elements that Kuhn describes as quasi-metaphysical. The interpretations of the paradigm may vary among individual scientists. Kuhn

3111-468: The social arena, in turn, changes the way the individual perceives reality. Another use of the word paradigm is in the sense of " worldview ". For example, in social science, the term is used to describe the set of experiences, beliefs and values that affect the way an individual perceives reality and responds to that perception. Social scientists have adopted the Kuhnian phrase "paradigm shift" to denote

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3172-434: The social sciences in his essay, particularly in sociology, political science and political anthropology. However, both Kuhn's original work and Dogan's commentary are directed at disciplines that are defined by conventional labels (such as "sociology"). While it is true that such broad groupings in the social sciences are usually not based on a Kuhnian paradigm, each of the competing sub-disciplines may still be underpinned by

3233-480: The social sciences. Mattei Dogan , a French sociologist, in his article "Paradigms in the Social Sciences", develops Kuhn's original thesis that there are no paradigms at all in the social sciences since the concepts are polysemic , involving the deliberate mutual ignorance between scholars and the proliferation of schools in these disciplines. Dogan provides many examples of the non-existence of paradigms in

3294-399: The substantive topic, or some aspect of the theories implicitly used in making observations). Larry Laudan has also made two important contributions to the debate. Laudan believed that something akin to paradigms exist in the social sciences (Kuhn had contested this, see below); he referred to these as research traditions . Laudan noted that some anomalies become "dormant", if they survive

3355-453: The teaching of theory, knowledge and values in the design of products, services, and environments, with a focus on the development of both particular and general skills for designing. Traditionally, its primary orientation has been to prepare students for professional design practice, based on project work and studio, or atelier , teaching methods. There are also broader forms of higher education in design studies and design thinking . Design

3416-440: The verb παραδείκνυμι ( paradeiknumi ); "exhibit, represent, expose"; and that from παρά ( para ); "beside, beyond"; and δείκνυμι ( deiknumi ); "to show, to point out". In classical (Greek-based) rhetoric , a paradeigma aims to provide an audience with an illustration of a similar occurrence. This illustration is not meant to take the audience to a conclusion; however, it is used to help guide them to get there. One way of how

3477-405: The word its contemporary meaning when he adopted the word to refer to the set of concepts and practices that define a scientific discipline at any particular period of time . In his book, The Structure of Scientific Revolutions (first published in 1962), Kuhn defines a scientific paradigm as: "universally recognized scientific achievements that, for a time, provide model problems and solutions to

3538-485: The work is produced and how it is traded. Paradigm In science and philosophy , a paradigm ( / ˈ p ær ə d aɪ m / PARR -ə-dyme ) is a distinct set of concepts or thought patterns, including theories, research methods , postulates, and standards for what constitute legitimate contributions to a field. The word paradigm is Greek in origin, meaning "pattern". Paradigm comes from Greek παράδειγμα ( paradeigma ); "pattern, example, sample"; from

3599-463: The work of Lavoisier on atomic theory in the late 18th century. In this change, the focus had shifted from the bulk properties of matter (such as hardness, colour, reactivity, etc.) to studies of atomic weights and quantitative studies of reactions. He suggested that it was impossible to make the comparison needed to judge which body of knowledge was better or more advanced. However, this change in research style (and paradigm) eventually (after more than

3660-404: Was at pains to point out that the rationale for the choice of exemplars is a specific way of viewing reality: that view and the status of "exemplar" are mutually reinforcing. For well-integrated members of a particular discipline, its paradigm is so convincing that it normally renders even the possibility of alternatives unconvincing and counter-intuitive. Such a paradigm is opaque , appearing to be

3721-400: Was independently developed by Herbert A. Simon, an American scientist, and two German engineering design theorists, Gerhard Pahl and Wolfgang Beitz. It posits that: The rational model is based on a rationalist philosophy and underlies the waterfall model , systems development life cycle , and much of the engineering design literature. According to the rationalist philosophy, design

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