On the tragedy of nest-building: a hermeneutic inquiry into care and postsecondary design educators
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education
Although postsecondary design education has and continues to depend on practitioner-educators to teach design studio courses, little research has been conducted into how practitioner-educators impact the curriculum and classroom, and thereby the discipline. Through a hermeneutic inquiry approach including two interviews with practitioner-educators at a Canadian art and design university, the thesis explores the experiences of designer-educators and how their understandings and self-understandings impact teaching and learning in the studio classroom. Multiple conversations explore the deep care that educators have for the students and the discipline and the accompanying tensions that make an education based in Noddings’ ethic of care both rewarding and difficult. I argue that the limitation of an ethics of care lies in the assumption of the separateness of being and look to Sōtō Zen founder Dōgen’s teachings to understand care in the context of interconnection and the inbetween.
Education , Aesthetics , Didactics , Practical philosophy , Design curricula , Postsecondary design education , Care in postsecondary education , Postsecondary design educators