Developing Creative Thinking in Beginning Design
In early October 2018, Stephen Temple's book, Developing Creative Thinking in Beginning Design (Routledge 2018), was published. Most of the contributing authors of this book were identified over the years at the National Conference on the Beginning Design Student and by perusing the past proceedings found in the NCBDS online archive at beginingdesign.com. As a past chair of the NCBDS conference, Temple believes it behooves the beginning design community to become more active in the production of more impactful scholarship of beginning design. Such higher-level production enables beginning design to become both more scholarly and more visible to the greater community of architecture faculty, an issue especially significant to the NCBDS conference. More importantly, additional books about beginning design written by mining the proceedings archive will also give greater substance to the often under-regarded contingency of beginning design as the point and seed of design curricula.
As editor of the book and author of one chapter, Temple wanted the chapters to be written by beginning design instructors to directly address issues that contribute to deficiencies in the learning of creative thinking in contemporary beginning design programs, both unintended and not. The chapters present alternative pedagogies that mitigate student misconceptions within the potency of authentic encounters to better initiate individual creative development. In doing so, the book challenges beginning design pedagogy to address under-regarded issues such as creative decision-making, the spatial body, phenomenological thinking, making as a fundamental process, the temporal aspects of direct material engagement, the wickedness of design, conceptual thinking consequences, the problems of digital thinking, and the openness of the beginning design problem. Amid critical positions about the present state of beginning design pedagogies, the core narrative of these pedagogical approaches is to develop greater depth of experience in first learning design while more effectively enabling the breadth and depth of the teacher-student relationship as a means of helping students initialize and develop greater capacity for self-actualization as designers. While the book’s intended audience is the intrepid design faculty new to teaching foundation courses, it is Temple's hope that this book, one of the first of its kind, will prime other beginning design faculty into producing scholarly books about other contentious issues in beginning design.