Présentation PowerPoint - Institut Mines

« Extreme Design »:
the role of interdisciplinarity
in a design school
Julien Bobroff (Paris Sud)
Annie Gentes (Telecom ParisTech)
Anne-Lyse Renon (ENSCI_EHESS)
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Organisation de la présentation
 Introduction à la question de l’interdisciplinarité dans
le design
 Projet de recherche ANR DESCITECH : terrain et
méthode
 Résultats
 Analyse
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Interdisciplinarity in design education
 Design education is organized
so as to teach students :
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How to be creative
Have a theoretical and visual
culture
Solve problems with
methodological and analytical
technique
Create new objects/services
Create industrial and social
value, community of practice
Multidimensional treatment
 What kind of learning is
targeted by educational
frameworks that bring together
design and sciences?
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Science and design:
What goals for interdisciplinarity?
 Numerous collaborative programs between Sciences
and Design
• (Cross, 1993, 2001; Bruffee, 1999; Stahl, 2006; Renon
2015)
 Investigation of fundamental physics problems by
design
• (Kelly, 1959; Chi and Glaser, 1979; Chi and alii, 1981;
Chii and alii, 1989)
 Conceptual Interdisciplinarity (search for meaning)
 Instrumental interdisciplinarity (search for function)
• Huutoniemi et alii (2009), Klein (2006), Lenoir
alii (2001), Jacobs (1989), Luecht and alii
(1989), Austin and alii (2001).
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and
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Field work
 Improbable introduction of
quantum physics in the
workshops « Form and
Material » supervised by two
designers: François
Azambourg and Clémentine
Chambon (ENSCI-Les
Ateliers)
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 Social sciences
 1/ participative observation of
the workshop and
presentations
 2/ Qualitative interviews with
the actors of the collaboration
(ENSCI staff, designerteachers and physicist)
 Humanities
 3/ semio-pragmatic analysis of
the documents and artifacts
produced by the students
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The focus of our observations
 Interdisciplinarity in action (workshops, documents,
artefacts) : « Expansive Interdisciplinarity »
• Engeström (2001), Legay et Schmid (2004),
Engeström and Sannino (2010), Frodeman (2014)
 Framework and pedagogical strategies so that
students can work on « unknown »
 Analysis of ideological and material context
 Legitimization of productions
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Analysis: « framing the workshop »
 1. Freedom of the students: It
is not a question of truth or
error but how to acquire a
position towards a body of
knowledge
 2. Validation of the work
outside the workshop: The
productions are used in
scientific communication
contexts
 3. Presence of the physicist all
along the workshop:
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 4. Staging of an equality of
disciplines: Each body of
knowledge (design and
science), looks at the others’
competence with “ignorant
eyes” (Rancière, 1991).
 5. The workshop is the way to
materialize this collaboration
« in practice »:
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a passage from the abstract to
the concrete. (choice of the
quantum physics can
disconcert)
resort to usual and well known
design methods to « reassure
the students »
More trustful and open dialog
Acceleration of production, and
new exploration and
consolidation periods.
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Discussion: the 5 properties of the “design and
physics” dispositive
 1. Affective dispositive: how to
reassure in a destabilizing
environment and in face of
non-knowledge
 2. Reflexive and an “expansive
learning” dispositive: designing
through experience.The
students explore their previous
realizations and activities so as
to find similarities with the new
design project
 4.Economic dispositive:
adaptation to the contemporary
uncertainty of knowledge and
identity of objects.
 5. Political dispositive: the
workshop organizes a form of
emancipation (Rancière, 1991,
2009) from academic
disciplines.
 3. Cognitive dispositive:
Improves the creation of
concepts that expand both
fields in face of non-knowledge
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First conclusions about extreme design and
interdisciplinarity
 Interdisciplinarity does not appear to be conceptual
(articulating two disciplinary fields together that would
finally fit thanks to the emergence of new mutual concepts).
 Interdisciplinarity is not « instrumental » (physics would
need design to accomplish some of its goals, or design
would use physics to pursue its tasks)
 The interdisciplinarity is an exploration about design
practice and knowledge: the whole framework makes an a
fortiori demonstration of what design as conception and
design learning are about.
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Conception as dealing with non knowledge similar to
crazy concepts but through tangible artifacts
Design learning as an expansive interdisciplinary
playing activity
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Thanks!
DESCITECH Team
Mathias Béjean – U-PEC Créteil
Julien Bobroff – Paris Sud - labo physique des solides
Joel Chevrier – Université Joseph Fourier- Grenoble
Annie Gentes – Télécom Paris Tech
Olivier Hirt – ENSCI
Anne-Lyse Renon – ENSCI
La physique autrement
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