Academic journal article Canadian Social Science

On Diversified Design Education in an Information Age

Academic journal article Canadian Social Science

On Diversified Design Education in an Information Age

Article excerpt


Multi-layer and poly-direotional development trend is the inevitable situation for contemporary design education development. This is influenced and determined jointly by the intersectionality features of the design disciplinary, the status quo of information society development, and the history of design education development. This article summarizes the currently available educational study results and research experience in the field of design education. It makes discussions on the development significance to the design education. The article also offers preliminary discussions on how to go out of the design education dilemma in the information age so as to make its due contributions to the progress of the design education cause in China.

Key words: Information age; Design education; Meaning; Dilemma and strategies


Design is natural. Design is life. Design is human. Design is art. Design is to go further into every moment of our life and becomes an inseparable part of our life. "Design" means decorative things in most people's dictionaries, hi fact, however, there's nothing deeper than the connotation of design. Design is the soul people's innovation (Steve Jobs, the creator of Apple hic.).

When the design colleges are built one after another, the design departments are set up in colleges. Streams of students go to study the design discipline which was within people's sight but beyond their reach. The design education has its unprecedentedly good period of time now: the sharp increase of both students and wealth. The market economy and the law of value change the discipline proportion of art education with the social progress. This is a matter worthy of our pleasure. We should know that the essential purpose of design is to solve a problem. So in nature, the design education we have now should be a discipline which trains the students' abilities to solve problems. If the design courses are lacking of target object and fail to find a breakthrough in the restrictions, or they become the results of somebody who plays design or "pure art", it means that there's something wrong in our understanding of the word design (Yang, 2005, p.2). Where's the target of China's design education in the twenty-first century?


1.1 To the Benefit of Satisfying the Needs of Market to Different Levels of Design Personnel

There's constantly detailed division of work in social production under the push of modern science and technology. The market's needs to the talents also show the features with multilayers and poly-directions. This is also true in China's demand of design personnel. At the same time, the enormous market prospects and broad development potential in China have made such needs more urgent. Different personnel has different advantages, personalities, and study requirements. Different institutions also have different requirements to the talents. Therefore, there is positive significance to solve the above-mentioned issue to develop the multidirectional design education.

There is a wide range of work for design talents, which includes research, development, creation, survey, and promotion. Different work fields and different division of work in the same field require different abilities of the design personnel. The poly-direction design education is able to cultivate core design personnel with professional theoretical knowledge and innovative capabilities. At the same time, it can train the design talents with intensive and professional practice foundation and technical abilities. Therefore, it satisfies the customized requirements of the society to the design talents with different levels and aspects (Yan, 2003, pp.62-66).

1.2 To Be Good to Train Students' Innovation Awareness & Comprehensive Abilities

The development in the information age requires people to have maximum expansions on thinking and field of vision. …

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