Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education

Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education

Copyright: © 2013 |Pages: 256

ISBN13: 9781466619999|ISBN10: 1466619996|EISBN13: 9781466620001

DOI: 10.4018/978-1-4666-1999-9

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Wang, James. Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education. IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1999-9

APA

Wang, J. (2013). Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education. IGI Global. https://doi.org/10.4018/978-1-4666-1999-9

Chicago

Wang, James. Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1999-9

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Are Information and Communications Technologies (ICTs) helpful or detrimental to the process of design? According to Aristotle, the imagination is a mental power that assists logical, sound judgments. Design, therefore, incorporates both reason and imagination.

Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education posits imagination as the central feature of design. It questions the common assumption that ICTs are not only useful but also valuable for the creation of the visual designs that reside at the core of architecture, engineering design, and industrial design. For readers who believe this assumption is right, this book offers an alternative perspective.

Table of Contents

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Front Materials

Title Page

Copyright Page

Preface

Chapters

Chapter 1

Conceptualizing ICT (pages 1-21)

It is necessary to conceptualize technology in general before it is possible to conceptualize information and communication technology (ICT) in particular. Like so many ideas in the Western world, the conceptualization of technology...

Chapter 2

Articulating Design Education (pages 22-47)

Design as an activity may be conceptualized analytically by saying that it consists, first and foremost, in the ability to create visual images of new structures and products; secondly, in the ability to produce such images in a way...

Chapter 3

Architects and Engineers (pages 48-64)

As designers, architects, and engineers are united by their commitment to technological thinking with the ultimate end of their productions being determined, not by the architects and engineers themselves, but by the consumers and...

Chapter 4

Pedagogy and Curriculum in Architecture and Engineering (pages 65-92)

There are two controversies besetting design education at the present time. The first controversy is the question of whether the goal of design education should be the development of individual talent or the development of cultural...

Chapter 5

The Design Studio (pages 93-110)

The design studio is the prototype of design education, particularly for architects but more and more for engineers too – though engineers prefer the word “lab” to “studio.” Although the design studio is known today mainly through...

Chapter 6

Reviewing Engineers and Introducing Industrial Designers (pages 111-136)

Much of the analysis and argument in the first half of the book has focused more on architects than on engineers, simply because architects, with their fondness for art and imagination, often seem closer to the core of design...

Chapter 7

Professionalism in Architecture and Engineering (pages 137-156)

Increasingly, pressure has been exerted on both architects and engineers to conceptualize their work in terms of economic demands on the one hand and communitarian ethics on the other hand – to be business people and cultivators as...

Chapter 8

Complexity Theory Revisited (pages 157-176)

The fact that creativity is rationally unaccountable plagues design theory, and it tends to exclude the education done in design studios from the reputation of intellectual rigor enjoyed throughout most of the university. Design...

Chapter 9

Design and Virtual Reality (pages 177-197)

Virtual reality (VR) technology is a sophisticated high-tech form of ICT that has recently been enthusiastically promoted as having a great potential benefit to both design activity and design education. VR is a computer-generated...

Chapter 10

ICT and Imagination (pages 198-215)

At the end a recurring question remains: What good are ICTs to design education and practice? To answer that, it is necessary to focus on imagination and the production of visual images as the core activity of design. What is...

Back Materials

Epilogue

Compilation of References

About the Author

Index

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