Engineering Design vs. Artistic Design: Some Educational Consequences

Autor/in	Eder, Wolfgang Ernst
Titel	Engineering Design vs. Artistic Design: Some Educational Consequences
Quelle	3 (2013) 4, S.259-280 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-623X
Schlagwörter	Design; Engineering; Art; Theories; Methods; Problem Solving; Computer Assisted Design; Case Method (Teaching Technique); Engineering Education + Suchen Sie Ihr Suchwort? Maschinenbau; Arts; Kunst; Theory; Theorie; Method; Methode; Problemlösen; Case method; Fallmethode; Ingenieurausbildung
Abstract	"Design" can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be coordinated for internal consistency and plausibility. Design research tries to clarify design processes and their underlying theories--for designing in general, and for particular forms, e.g., design engineering. Theories are a basis for deriving theory-based design methods. Both are useful for education. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important--a task for industrial designers, architects, etc.. "Conceptualizing" consists of preliminary sketches, a direct entry to hardware--industrial designers work "outside inwards". For a product that should work and fulfill a purpose and perform a transformation process, its functioning and operation are important--a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Engineering designers tend to be primary for TS (technical system), and their operational and manufacturing processes--They work "inside outwards". Design engineering is more constrained than industrial design, but in contrast has available a theory of TS and its associated engineering design science, with several abstract models and representations of structures. Hubka's theory, and consequently design methodology, includes consideration of tasks of a TS(s), typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Students' learning design engineering at times need a good example of procedure for novel design engineering. The systematic heuristic-strategic use of a theory and the methodical design process is only necessary in limited situations. The full procedure should be learned, such that the student can select appropriate parts for other applications. Hubka's methodology is demonstrated by several case examples. (Contains 13 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10