I approach teaching as the process of adjusting students creative cognitive processes. I want them to look at the world differently and process thoughts differently. Only after beginning to understand this shift in thinking can they look at design as a production of ideas. In producing these ideas, as opposed to producing objects, they start asking what is possible beyond reality. They look at possibility in design as a way of making these possibilities relevant and tangible.
I craft my teaching philosophy from the questions that I ask in my life as a designer and artist. I formulate methods and ideas that assist me in, not necessarily answering these questions, but examining how these questions function and what they mean. Is it useful to project productive counter images of a given reality? Does fostering a more restrictive environment promote individual creativity? Who does meaning belong to? Can design function like mathematics? I have found that asking questions is far more useful that focusing on the answers.
I have never been interested in perfection and that is how I want my students to approach problems and situations. In seeking out perfection or an ideal solution, the process of experimentation and discovery is lost.
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