Reflections on design education for a post-truth era
Facing a contextual reading of contemporary society and its structuring events, design teaching needs reflexive and speculative contributions (consequently free), that deal with this “new real world”. The situation compels us to dare transgression and appeal to the role of pure reflection, as well as a conceptual ascendant for the construction of a new pedagogical framework of design teaching. One that allows us to obtain non-immediate results, that is, in a sustained way with a real critical attitude “à la longue”. Thinking, thinking, thinking.
We call for the test and proving of new pedagogical strategies for design teaching that reconciles pure investigation, not engaged with increasingly volatile "markets" or daily “sign of the times”, but developing holistic values as contributes to an emerging new "Hermeneutic Designer”.