Transformative Teaching

Abstract

The very definition and necessity of the final year project rise every few months in many design and architecture departments throughout the world. Albeit various drawbacks, and difficulties for both mentors and students alike, this old concept is still with us. In this paper, we wish to base our innovative approach on a combination of design theory and Bionian psychology. Conversely, we wish to decipher the final year project, as a key professional rite-of-passage, based on two key Psychoanalytic concepts vis-a-vis design theories. First, separation/individuation signifies a transition between an independent self and a sense of belonging to a larger social group. As in the classic Eriksonian sense, the adolescent child learns to distinguish between themselves and their friends, thus turning to exterior artefacts to profess their individuality. In the same manner, design students learn the same programs, apply the same methodologies and turn to the same sites for inspiration. Second, this process is augmented by the concept of ‘disciplined float’, a concept we offer to describe different elements of a mental position discussed in length by Bion, whereas the individual feels safe and productive when they know they are not completely free. This constructed freedom or defined limited choice actually meant to lower students’ stress and anxiety, since they are not suspended in an open-ended sea of potential choices. Based on these theories, we wish to situate our research in a key phase during the final project – exploration and ideation – which mirrors the search for a defined design concept. Psychologically, this phase resonates with the Bionian identification between the pre-awareness and awareness thinking that result in associative reasoning, which is crucial for design practitioners. This gap will allow for intricate and flexible thinking modes and the identification of opportunities throughout the creative process.