The authors argue that social interaction and the design-thinking process are keys to divergent thinking because students learn more effectively in a collaborative work environment conducive to social creativity, which can be supported by a systematized design process through teamwork. We hypothesize that foundation courses in a transdisciplinary design program should be distinguishable from those that currently exist in design education in order to further develop students' creativity. To explore this proposition further, we examine the leveled and dialectical thinking connecting to social creativity and the principles pertaining to systematic and interactive ways of educating in design. Finally, on the basis of our observations and empirical application in class, we make a few suggestions to instructors for fostering students' social creativity and divergent thinking skills: Time management, Process-centered, Encourage social interaction, Use of appropriate methods.
|Number of pages||8|
|Publication status||Published - 2017 Apr|
Bibliographical noteFunding Information:
This research was supported in part by the National Research Foundation OfKorea oTRF)
This research was supported in part by the National Research Foundation of Korea (NRF) Grant funded by the Korean Government (MSIP) (No. NRF-2O15R1A5A7O37825).
© 2017 International Information Institute.
All Science Journal Classification (ASJC) codes
- Information Systems