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11. DESIGNERLY ENQUIRY Jack Breen

11. DESIGNERLY ENQUIRY Jack Breen. It is argued that designerly modes of enquiry can offer opportunities for the benefit of innovative design driven research. In this respect, this presentation attempts to: 1. investigate architectural design and its working methods ,

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11. DESIGNERLY ENQUIRY Jack Breen

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  1. 11. DESIGNERLY ENQUIRYJack Breen • It is argued that designerly modes of enquiry can offer opportunities for the benefit of innovative design driven research. • In this respect, this presentation attempts to: 1. investigate architectural design and its working methods, 2. explore the relation between design and scientific methods of research, 3. characterize designerly enquiry, 4. and define designerly categories of enquiry.

  2. 1. DESIGN • Design education in academic environments usually utilizes scientific methods of research through the systematic analysis of precedents as a sources of knowledge (typologies / styles / etc.) • Designers embrace this knowledge in their design processes in an interpretive and re-interpretive way stretching the boundaries of that awareness by reinventing what was conceived before within the shifting cultural (and technological) climate of the moment. • Design processes tend to beiterative, following a series of successive loops. • Design is essentially a process of creative imaging; therefore the imaging process is regarded the most enduring methodof design involving reflection, selection, reduction and perfection.

  3. 2. DESIGN AND RESEARCH • Press:“ Research is the systematic investigation towards increasing the sum of knowledge which is reported in a form which renders both methods and outcomes accessible to others.” • Matthews: “Design is not only a great orchestrator of knowledge, it constructs its own peculiarly polyvalent knowledge which makes visible and realizable the possibility of change.” • Design clearly does not fit comfortably the kinds of empirical conceptions characteristic for scientific research. Design activity is not the same as research activity, but it can certainly leadto research. This means designingand initiating new forms of research.

  4. 3. DESIGNERLY ENQUIRY • The designer is involved in problem solving using imagination to develop and predict a successful final solution. However, design solutions are expressed not so much as conceptions, but as (proposed) form. The designer’s process is essentially a process of transformation. This ‘search’ involves a specific kind of active exploration, for which Bruce Archer has introduced the term designerly enquiry. • Designerly enquiry is a concept which can denote practical designing activities, but also suggests an ‘as if’ designing approach, which may be particularly relevant in design education as well as in research experiments. • Designerly enquiry calls for (and to a certain extent is dependant upon) imaginative insights. At the same time it should be recognized that the working processes of design are relatively methodical and transparent, even predictable.

  5. 4. DESIGNERLY CATEGORIES OF ENQUIRY • Designerly DECOMPOSITION • In design: the project is as it where ‘taken apart’ (and subsequently re-assembled), so that items of importance can be isolated and developed further in detail. • In education: it offers a more compact, clearly defined ‘problem’, to be studied in depth. • Designerly VARIATION • In design: part of developing a project is developing forms of systematic organization. Such project specific structuring devices set the tone for the types of compositional variation which are opportune on different levels. • In education: designerly variation can be used in education as part of the design counseling method. Such an approach can involve pointing out relevant themes or options ‘can (also) be’ scenarios to be developed as design variants.

  6. Designerly VISUALIZATION • In design: visualization is a tool of communicating solution forming at the same time a kind of ‘laboratory’ involving (de)composition, selection and variation. • In education: it involves creating models of (aspects of) the project which is being scrutinized (physical or digital models and 2-D representations). • Designerly REFERENCE STUDY • In design: designers often refer to precedents which allow for comparison with similar types of projects and solutions. Findings are not translated literally into the design at hand, but primarily allow for reflection concerning the merits of intermediate design solutions. • In education: it is a process involving targeted juxtaposition of the subject of study and one or more projects or specific design aspects, allowing for insightful comparison and evaluation.

  7. Scheme 1: The in-between realm of design

  8. Scheme 2: A comparison of aims in research, education and practice

  9. Designerly Enquiry is in fact the design process itself activated at the first ‘loop’ of the design process. The first design product is a necessary condition for its manifestation as method. Sandra Bsat – EMU – Ways to Study and Research – 30 November 2005

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