As a manager, I would much rather have to get someone up to speed  
with 'how to do' than 'how to think'. Particularly in graduate school  
- the tough part is framing the problem and solving it. I can find  
people to prototype an idea anywhere - and for cheap.

Mark


On Dec 13, 2007, at 7:49 PM, Matthew Nish-Lapidus wrote:

> Not to completely derail the conversation (maybe a topic change?)  
> but ...
>
> I actually experienced similar issues while doing some teaching at
> Sheridan college here in Toronto, but in reverse.  The students all
> had a solid practical foundation in design, but were really lacking
> the theory and history side of things.  Lots of "how," not much "why."
>  I found the same thing at OCAD in thier BFA programs.
>
> This is in contrast to the situation you're talking about at the new
> breed of design schools, but indicative of the same problem... very
> one sided education.  Art and design schools should be pushing for a
> balance of theory and practice... being a great crafts-person doesn't
> mean much if you don't really understand what you're making, and vice
> versa.
>
>
> On Thu, 13 Dec 2007 10:54:27, David Malouf <[EMAIL PROTECTED]> wrote:
>> Yes, getting caught up in the differences between institutional
>> education (the context of this thread) and practice. Prototypes and
>> modesl are a key element in DT practice. But from what I understand
>> of DT education/curricula is that they don't teach actual craft
>> skills that will lead you to do your own prototypes/models/sketches
>> etc. they only teach you about processes for how to employ those
>> skills. If I'm wrong, I'm sorry.
>
>
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