the pursuit of learning is … a conversation and the peculiar virtue of a university is to exhibit it in this character, each study appearing as a voice whose tone is neither tyrannous or plangent, but humble and conversable.
like most post-secondary academics, i received little formal training in matters of education. however, i do have a position regarding it. my long years as a student coupled with my diverse interests exposed me to a wide range of educational techniques, some more effective than others. in addition, my experiences of teaching at three different universities have made an important contribution to the development of my credo regarding education in general, and design education in particular.
my primary focus in the classroom is to enhance the quality of the educational experience i am responsible for. i believe the most effective education involves participatory activities of the student. my own learning experiences combined with recent educational research demonstrates that effective education is learner-centered, providing students with opportunities to construct their own understandings through hands-on, minds-on investigations. learners need to be engaged in direct experiences where they are challenged to use higher-order thinking skills. education should support the development of an active learning environment where students share ideas, experiences and expertise. it should prompt further inquiry and provide real-world contexts in which classroom ideas and skills can be tested and new things learned. all of these objectives contribute to the creation of an intellectual culture.
this is not easy. participatory approaches take more effort on the part of the professor and student. many students are not interested or accustomed to making this kind of effort. students are conditioned to passive roles in learning, to taking notes instead of thinking for themselves; of "edutainment" instead of education. this may take less energy, but it is less effective. education is more than servicing a desire to earn a qualification or to provide a certain brand identity. education should be an exciting quest for intellectual bounty. learning should burn.
design education must recognize the importance of viewing the natural environment within the context of human influences, incorporating an examination of economics, culture, political structure, and social equity as well as natural processes and systems of the biosphere. this requires a comprehensive, cohesive program, where students become knowledgeable about a wide range of issues impacting the built environment. students must be able to investigate and analyze a wide range of design problems using a variety of techniques. developing a habit of critical thinking is paramount to life-long learning. students must also develop a sense of their rights and responsibilities as citizens and as professionals. this is key to resolving the many moral issues that promise to become increasingly important. for each ethical issue there is not just one right answer. there are many perspectives and much uncertainty. design education should cultivate the ability to recognize uncertainty, envision alternative scenarios, and adapt to new conditions and information.
design education fosters skills and habits the students can use throughout their lives to understand and act on the natural and built environment in an appropriate manner. it emphasizes critical and creative thinking skills to identify, investigate, and analyze issues as they generate and evaluate alternative resolutions. design education builds the capacity of people to work individually as well as cooperatively to improve their world. as an educator, i try to make a difference by helping others learn how to make a difference. i also try to make a difference through the research i conduct. this leads to my next position statement on research.