[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-651178-105":59,"doc-detail-651178-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","making-as-a-way-to-construct-design-thinking-paper","Making as a Way to Construct Design Thinking - Paper","","Explores design pedagogy through making, linking hands-on engagement with tools, materials, and procedures to the growth of design thinking. Grounds the argument in craft theory, learning-by-doing, and experiential learning cycles of experience, observation, reflection, abstraction, and experimentation. Proposes that students transpose embodied engagements into artifacts, materials, and production techniques to generate design processes, supported by studio problems of increasing complexity and outcomes intended for habitable space design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-as-a-way-to-construct-design-thinking-paper/651178/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-as-a-way-to-construct-design-thinking-paper/651178.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-24",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does making play in developing design thinking in this paper?","Question",{"text":112,"@type":113},"Making is presented as a way to connect doing with thinking, where engagement with things, tools, and procedures supports imagination and improves the craft of experience, enabling design thinking to develop through practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is learning-by-doing connected to experiential learning here?",{"text":117,"@type":113},"The paper maps learning-by-doing to experiential learning, describing knowledge as formed through a repeated cycle of experience, observation and reflection, abstraction, and experimentation.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the authors structure their design pedagogy in studio settings?",{"text":121,"@type":113},"They used first- and third-year studios with design problems that became increasingly complex, problematizing observations, procedures in drawing and modeling, material properties, and artifacts to study how students generate design processes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},651178,1793149071,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Making as a Way to Construct Design Thinking  \nARIEF SETIAWAN  \nKennesaw State University  \nCHRISTOPHER WELTY  \nKennesaw State University  \nKeywords: Pedagogy, Making, Design Thinking  \nINTRODUCTION  \nIn The Craftsman, Sennett argued that engagement with things, tools, and procedures could facilitate leaps of imagination.1 These engagements are a way to improve qualities of experiences, or the craft of experience, by understanding their forms and procedure, or techniques of experiences. In pedagogy, it is a form of learning-by-doing. Our awareness of the properties of materials, the ways tools perform, and the techniques we work with can help us explore possibilities in transforming a thing into another. In this vein, we are interested in developing a design pedagogy that starts from engagement with things, tools, and techniques. We set design problems that problematized observations, procedures in drawing and modeling, properties of materials, and artifacts. We applied this problem in studios in different years with increasing complexities. Findings from these problems serve as a starting point for designs of habitable spaces. Of interest here is the way students transpose engagements to an artifact, a typeof material, or a production technique to generate a design process. What would be teaching methodology to facilitate the growth design thinking in this context? How did students go about finding solutions?  \nLITERATURE REVIEW  \nSennett referred to Arrendt’s distinctions between animal laborans and homo faber.2 Animal laborans did somthing for the sake of doing things and concerned with doing things in repetitive and mechanical manners. Conversely, homo faber referred to the mental and conceptual dimensions that preceded doing. It concerned with reasons, meanings, end goals, and consequences of such actions.3 Arrendt argued that animal laborans would not understand what they were doing. Against this separation between doing and thinking and privileging of thinking over doing, Sennett argued that doing things could inform and shape the way we think.4 Desires of doing things well could lead to efforts for improvement, forming a habit of a dialogue between practice and thinking, bridging the hands and the hand. Hence, doing things could turn into a form of knowledge. There are three conditions for this phenomenon to emerge.5 First, skills are knowledge acquired through bodily practice, repeated haptic, and kinetic encounter with the physical world. Second, as we encounter challenges and difficulties, we try to describe the way we do things to make those  \nmore intelligible to us through verbal and visual languages, which could lead to imagine ways to do them better. Third, the development of skills benefitted greatly from sustained efforts rather than talents.  \nThis argument of learning-by-doing could be mapped to the theory of experiential learning. Kolb argued that human acquired knowledge through experiences.6 This process occurred through a repeated cycle of experience, observation and reflection, abstraction, and experimentations . Our activities formed our experiences, from which we identified findings, hence observation and reflection. The ability to observe and reflect on our experiences was critical since it led to the formation of conceptual models, hence abstraction. We experimented with testing these abstractions, forming the next set of experiences. Experiential learning resonated with heuristic thinking, a mode of problem-solving.7 The designer would engage in a series of design moves or design decision processes without prior knowledge of whether those moves or processes would lead to successful solutions.  \nFurther, Sennett argued that human beings got interested in changes that we imparted on things and the world around us.8 These changes occurred through metamorphosis or changes of form, presence, or traces that we left through our activities, and anthropomorphism or imbuing values to those changes. Metamorp","cbCaijDBLZLd6f7Y","https://ap.wps.com/l/cbCaijDBLZLd6f7Y","pdf",2465641,"English","# Introduction\n# Literature Review\n# Method & Models","[{\"question\":\"What role does making play in developing design thinking in this paper?\",\"answer\":\"Making is presented as a way to connect doing with thinking, where engagement with things, tools, and procedures supports imagination and improves the craft of experience, enabling design thinking to develop through practice.\"},{\"question\":\"How is learning-by-doing connected to experiential learning here?\",\"answer\":\"The paper maps learning-by-doing to experiential learning, describing knowledge as formed through a repeated cycle of experience, observation and reflection, abstraction, and experimentation.\"},{\"question\":\"How did the authors structure their design pedagogy in studio settings?\",\"answer\":\"They used first- and third-year studios with design problems that became increasingly complex, problematizing observations, procedures in drawing and modeling, material properties, and artifacts to study how students generate design processes.\"}]","Making as a Way to Construct Design Thinking - Paper | PDF",1792867016,18]