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ERIC Number: EJ972316
Record Type: Journal
Publication Date: 2012
Pages: 0
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0145-9635
EISSN: N/A
An Experience of "Yes": Independent Schools Begin to Explore and Exploit the Power of Design Thinking
Gow, Peter
Independent School, v71 n3 Spr 2012
The inkling was there all along. Back in 2005, in "A Whole New Mind," author Daniel Pink included design--"utility enhanced by significance"--as an essential aptitude for the 21st-century learner. Some attentive independent school educators began looking around. If forward-thinking independent schools are to produce new minds, they maintained, "design"--the proposition that an aesthetic process matters--must be part of the learning experience they offer. Design thinking focuses on a process long familiar to students and teachers in schools of art and architecture: the posing of a problem, perhaps elegantly framed but more likely ill-structured or open-ended--and with some constraints. Working within the constraints, problem solvers work through possible solutions and create workable models for critique, testing, retesting, and redesigning until a breakthrough is achieved. The challenge ahead for independent school educators is to find the most effective ways to deploy design thinking. (Contains 1 note.)
National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A