Critical Reflection on Design Thinking Education and Exploration of New Possibilities

Abstract

This study critically reflects on Design Thinking and addresses the issue of positivist-based domestic design education. It examines the production of knowledge in design by reviewing discussions in natural science and social science. Through this examination, the study identifies the problems associated with the rigid and linear structure of Design Thinking. Moreover, it emphasizes the necessity of an educational inquiry centered on design thinking and future-oriented values, aiming to explore possibilities through abductive and retroductive reasoning. A conceptual model of design thinking is presented as an approach process that generates new knowledge through imagination and the exploration of possibilities. The study also suggests the need for speculative and critical design education to foster this approach. However, it is important to note that the proposed tentative design thinking model is described only conceptually in this study. To expand the exploration of knowledge and approaches in multiple layers, a follow-up study that critically and closely diagnoses and analyzes domestic design-related education will be required. Additionally, there is a need to accumulate the value of design thinking by implementing new approaches in various cases. While the significance of deductive and inductive positivist research cannot be disregarded, as it is an important component in many areas of research and education, these approaches alone may not effectively address complex social problems. Overcoming the limitations of design thinking requires training in speculative thinking to discover hypotheses for untested areas beyond experience-based testing. Recognizing the value of this approach and promoting diversity and balance in research methods are essential factors in advancing the field.