Pedagogy 2025

Abstract

This paper addresses the marginalized value of interior design education in relation to my pedagogy that inquires into the notion of interiority (the inner experience of the individual) towards an authentic being. My pedagogy also explores concepts of difference and relation as the fundamental concerns of interior design that focuses on unfolding the subjectivity of the individual as the poetics of the interior. The design studio seeks potential situations and experiences that cultivate self-reflective settings, engage with peers, and encourage self-motivated, process-driven performance. First, the situation aims to craft a sense of openness that embraces different perspectives and their authentic representations throughout the studio experience. It intends to enhance diverse ways of understanding the value of difference that is perceived as a fundamental catalyst for the process of individuation, building up the empathetic mindset as a designer. Second, the studio fosters intuitive and speculative approaches to the interior design through an uncategorized curatorial project that allows students to immerse themselves in their own universe, emancipating themselves from conventional thinking and doing methods in terms of representation. This paper examines how interior design education could enhance awareness of the value of the genuineness of the individual as the poetics of difference that appropriates conflicting and/or overlooked ones. The studio continuously reflects on the values of informality, imperfection, and multiplicity as the endless provocation to remain curious and explorative about our evolving selfness as the interior to dwell in.