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2 B. O’KANE collection of parts. One such approach includes Systems Thinking Methodologies [9], which considers balance and social-ecological systems. There are many different def- initions of systems thinking, which vary depending on the application. Author Peter Senge [12] describes sys- tems thinking as a critical component to organizations. The approach defined in this paper applies directly to the design process. When applied, these methodologies have the potential to influence or change the trajec- tory of existing systems, in addition to developing new systems. These methodologies help industrial designers look at the entire matrix in context, giving them the ability to develop better creative and strategic design solutions. Within this paper steps are described relating to Sys- tems Thinking Methodologies and their relationship to a Developmental Model for Designers. Both approaches encourage a holistic perspective for designers and oth- ers disciplines. These models give designers a heightened sense of awareness and assist in broadening perspectives beyond the product. 2. Adaptingtonewapproachesindesign Some designers adapt well as new design processes are introduced and implemented, while others do not. This adaptability is not dependent on experience or knowl- edge. It is related to the level of awareness a designer may or may not have with respect to the broader influences of the products they create and what they choose to do with this knowledge. As designers accumulate experience they go through developmental phases that can enhance or diminish this broadened perspective. There are phases that ultimately lead to the development of the awakened designer. This designer has a holistic world-view and the ability to adapt to changes more easily to create enhanced products and systems for the world. 3. Thedevelopmentalmodelforalways becoming a designer When considering how designers develop it is impor- tant to consider how people learn in general. Various experts such as Jean Piaget [11] have developed theo- ries of cognitive development that detail developmental stages associated with age. David A. Kolb [5], an edu- cational theorist, focused his interests and publications on experiential learning, learning styles, the individual and social change, career development, and professional education. Additionally, Kurt Lewin’s [6] work had a profound impact on social psychology and, more par- ticularly for the purpose of this paper, on experiential learning, group dynamics, and action research. Howard Gardner [4], in his book Frames of Mind discusses how human beings have very different intellectual strengths that influence how we learn. He elaborates on seven different types of intelligences. There are many others experts who have expanded on this idea including Robyn McMaster [7], who elaborates on eight types of creative intelligences. Industrial designers and other professionals go through phases of development, which are detailed in the Developmental Model for Designers (Fig. 1). The inspira- tion for this came through studying the aforementioned models and from Ken Wilber [14], who is an author and philosopher focusing on mysticism, ecology, and devel- opmental psychology. His work formulates what he calls Integral Theory and based on this work he has founded the Integral Institute. The seven phases to the Developmental Model for Designers are described below. One of the more impor- tant aspects of knowing these various phases is the aware- ness it offers relative to the next critical stage in our own personal and professional development. Designers are often intrigued by the notion of this next step in their level of awareness, and this model provides an opportu- nity for us to reflect upon this and consider how we might elevate ourselves through the phases. 3.1. Phase 1 – Adolescent The adolescent phase can be referred to as being ‘first per- son’ and egocentric, since individuals in this phase are focused mainly on themselves. This phase is an extremely important period for children and young adults as they are exposed to art and design in the broadest sense. This exposure can influence how they view the world and their relationship to creative thinking. Children experience inventive and experimental activities at home mostly through expressive pursuits such as drawing, painting, and sculpting. Additionally, exposure to these inspir- ing origins in pre-college schools enhances creativity [1], which is a skill that is vitally important in problem solving. 3.2. Phase 2 – Enchantment Like the adolescent phase, the phase of enchantment is also ‘first person’. When young adults focus on their indi- vidual interests they may show a keen attraction to art and design. In this phase they continue to nurture cre- ative activities. Eventually they obtain more information on related professional paths and select design as a future career choice. In this period, they experience a draw toPDF Image | Advancing Creative Development Process
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