Reconsidering the shaping of consciousness of design: A critical pedagogical reflection upon the experience of learning design

• Main Authors: Wei-tin Chen, 陳慧婷
• Other Authors: Ted
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/42026406118774936803

碩士 === 國立屏東教育大學 === 教育學系 === 96 === This research mainly discussed the shaping process of individual consciousness through perspective of consciousness, and conducted critical self-reflection on designing experiences and context of learning. Learning design was the shaping process of consciousness, that is, the invisible learning. At first, this research described individual experience through writing of daily record, and conducted analysis on experiential context, to reveal the content of process of learning design themed self-narration according to the development of design concept. At last, this research made contrast to the development of consciousness level introduced by Freire, viewed the individual learning experience with critical viewpoint, and took it as the revenue of learning experience of self-reflection. The experience content of learning of this research was presented through form of story. This research gained following conclusions through discovery of phenomenology and self-narrative analysis. 1.Design learning was the learning within language of instructor Be aware of content and distance of learning from the language of instructor. 2.Design learning was the activity under restriction, and also the learning frame experienced The boundary of individual learning experience was also the frame of self-learning. The learning under restriction gained awareness and self-reflection through education of dialogue. 3.Through Education of dialogue, to release the nature of freedom sought by individual Through dialogue, the awareness of individual learning experience was produced and released the self-consciousness oppressed by the old days. Dialogue action was the approach of self-reflection and the opportunity of consciousness development. It may give new interpretation and meaning of education through developing consciousness in individual experience. This research attempted to understand learning of design through concept of consciousness, which was the understanding of nature of learning, and created a different vision upon learning. Here, writing became the action of consciousness release. This writing process of self-reflection thus provided another possibility of production of consciousness.