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A Transdisciplinary Outsideness: Propelling Design Education into the Realm of Imagined Futures

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3D science product offers immersive learning | eSchool News http://bit.ly/20Tfpj2

A Transdisciplinary Outsideness: Propelling Design Education into the Realm of Imagined Futures (PDF Download Available) http://bit.ly/1qZhJsX

Niberca G. Polo, Parsons The New School for Design, New York, NY

I have been concerned with my students’ complaints about losing their creative juices once in design school. When confronted with systematic design methodologies, students become handicapped, incapable of embracing their creative capabilities to the fullest because, even when asked to “think outside the box,” there is a limit to the outsideness of that box; a limit defined by cultural biases, grades, and social validation. By the same token, the weight to demonstrate “talent,” “creativity,” and “originality,” while also having to conform to social conventions weakens students’ innate ability to thrive in a world that is in need—and yet not ready—of independent thinkers, pioneers, and innovators.

creative mind harvest of nemes

Bibliography

both neuroscience and design[ing] need to become the core of educational systems—neuroscience as the basis to understand and harness human capabilities and design[ing] as the means by which to develop and enact such capacities in everyday life; similar to homeostasis—the ability of systems to regain and maintain a state of balance—design education needs to aim for heterotopia, which in scientific terms describes the shift of healthy tissue to “wrong” places causing vivacious activation		The "Brain Dictionary": Beautiful 3D Map Shows How Different Brain Areas Respond to Hearing Different Words http://bit.ly/24phBSl Knowledge about the brain and learning is essential if we want to convince teachers to use more active learning strategies, a rich learning environment, stimulate curiosity, or deeper thinking. It is the first step in teacher professional development aiming for 21st century education. In this informative, interesting and factual talk, Sandra tells teacher, parents, and anyone dealing with kids what they need to know about the brain. http://bit.ly/1r3Rx0r This is your brain when it listens to stories - NYT http://nyti.ms/1pS922P Full article from Nature Natural speech reveals the semantic maps that tile human cerebral cortex : Nature http://bit.ly/1WZzKDU Drill down
In this paper I will discuss a multisensory-implicit approach for teaching and learning: a process of Transdisciplinary Outsideness shaped in a curriculum that integrates Critical Design + Grounded Theory + M2 Research + Design[ing] as a mode of inquiry, serendipitous research, co-participation and co-creation, constructive provocation, and social change, beyond the confinements of practicing Affirmative Design, and those of the classroom space.	multisensory-implicit approach	Affective Computing at MIT Emotion Recognition Software and Analysis - Affectiva http://bit.ly/27ehoU8
In order to enhance brain capacities and flexible thinking for resilience, and ultimately nurture students’ full potential through thinking and acting, we need to reframe design education as the means by which to naturally, and organically, stimulate all types of intelligences—of cognitive styles; acknowledging intelligences as independent from “what it is known,” and instead understand intelligence as interactive, everchanging, and adaptive cognitive processes that involve sensory stimuli (information input), brain interactivity (learning), and bodily movements (behaviours/actions). The main goal of a Transdisciplinary-Outsideness curriculum is to exercise cognitive flexibility in order to nurture innate capacities by provoking new discourses that challenge the status quo, instead of mending the everyday of today’s world.	Transdisciplinary-Outsideness curriculum is to exercise cognitive flexibility in order to nurture innate capacities by provoking new discourses that challenge the status quo, instead of mending the everyday of today’s world.	The Psychology of Writing and the Perfect Daily Routine \| Learning Change http://bit.ly/23iILYz How to sculpt an environment that optimizes creative flow and summons relevant knowledge from your long-term memory through the right retrieval cues. In the altogether illuminating 1994 volume The Psychology of Writing, cognitive psychologist Ronald T. Kellogg explores how work schedules, behavioral rituals, and writing environments affect the amount of time invested in trying to write and the degree to which that time is spent in a state of boredom, anxiety, or creative flow. Transmedia Outsideness. In addition to social media platforms. Transmedia can be used to talk about multi sensory inputs. Sight, sound, touch, movments etc are all different forms of nemetic flow of neme exchange.
When reflecting on the ways in which information navigates throughout our body in order to action a certain response, one cannot elude the intricate network of microscopic nerve cells that are in constant communication, firing bits of information, which trigger complex bodily changes—the nervous system being one of the most complex and pervasive systems of all; both our biology and our personal experiences define who we are, and who we are to become.
I have seen this problematic first hand, in my practice as design educator; design education is, in many ways, similar to the existentialist model. Educational models of the 19th and 20th century, developed for an industrial society—such as Bauhaus pedagogy—are still current in many design schools while losing relevance in the ever-changing landscape of a post-industrial world. When looking at vocational education, the learning experience concentrates on narrower, specialized learning systems—such as art and design schools concentrating mostly on the visual cortex.	Educational models of the 19th and 20th century, developed for an industrial society—such as Bauhaus pedagogy
As a way to provide the conditions needed to better our future, transdisciplinary learning environments that embrace intuition, a sense of wandering and reflection, have to be created in order to naturally augment creative insight, and exercise cognitive flexibility in the minds of new generations. An adaptation mechanism that nurtures these new ways of thinking, and helps us survive in changing conditions when encountering new situations, is the ability of the human brain to rewire itself through experience—known as brain plasticity or neuroplasticity
Numerous brain systems involved in implicit/osmotic learning are automatic, unconscious processes that in many ways determine how we approach, interact, and experience the world.
	@toughLoveforx @niberca "a model dat... harnesses the brain’s innate capacities, while empowering students in being... co-creators, of LX" — Nemetics Institute (@NEMETICS) April 29, 2016 @toughLoveforx @niberca this: "collaborating in creating new learning environments, as valuable assets in the creation of a better world" — Nemetics Institute (@NEMETICS) April 29, 2016 @toughLoveforx @niberca "Today, even though higher education is opening up channels 4 more multi and trans-disciplinary collabs " hopefully — Nemetics Institute (@NEMETICS) April 29, 2016 @toughLoveforx @niberca "we, humans, have the potential to augment our innate creative capacities in an organic way." yep. — Nemetics Institute (@NEMETICS) April 29, 2016 @toughLoveforx @niberca " just play with what interests you." as DD put. https://t.co/YfpeygG10Y — Nemetics Institute (@NEMETICS) April 29, 2016 @toughLoveforx @niberca DD has cracked what creativity is all about. https://t.co/o8FLfCKiGq — Nemetics Institute (@NEMETICS) April 29, 2016
A new breed of neuroeducators have been called to the front—those who integrate scientific knowledge into educational systems and pursue a radical change in education, a new paradigm that strives for the expansion of minds beyond grades, tests, and drugs. In order to stay away from artificial manipulation of brain chemistry through the use psychotropic drugs, Transdisciplinary Outsideness is a model that naturally stimulates and harnesses the brain’s innate capacities, while empowering students in being active participants, and co-creators, of their learning experience; a learning process sensitive to individual differences, and various cognitive styles
Students of a wide array of disciplines—from art and design to science, technology and economics— analyze the design problem(s) through a Critical Design lens using abductive analysis, then prototyped, shared—to test with stakeholders, and general public—and, finally, refined; in order to harness a reflective practice, both as individuals and as a collective	a wide array of disciplines—from art and design to science, technology and economics— analyze the design problem(s) through a Critical Design lens using abductive analysis
knowledge is socially distributed, allowing for the tacit knowledge of the collective unconscious to arise and be shared; it also ignites and set a platform for co-creation and participatory design. Students deploy prototypes and gather feedback using Mode 2 research to bring the collected data back to classroom, assess the findings, and apply drawn conclusions to exploring innovative solutions. Also, Mode 2 goes against heterogeneity of knowledge production because it is reflexive and allows for multiple views—free from constrains of value systems and social norms—reconfiguring a problem in various ways, allowing for different cognitive styles to rise to part, and excel. Instructors in this process become moderators, and use Action Research40 as an assessment tool, which also allows modulating, refining, and re-configuring the ways in which the Transdisciplinary Outsiness curriculum engages all participants.	collective unconscious to arise and be shared	Collective Intelligence


To be continued April 29

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