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Journal articles on the topic '120301 Design History and Theory'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Williams, Joyce. "Design discourse: History/theory/criticism." Journal of Social and Evolutionary Systems 15, no. 3 (January 1992): 327–31. http://dx.doi.org/10.1016/1061-7361(92)90014-5.

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2

Robey, E. "Design History: Understanding Theory and Method." Journal of Design History 25, no. 3 (August 1, 2012): 333–34. http://dx.doi.org/10.1093/jdh/eps028.

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3

Лебедєва, Альона. "Pseudomorph: Theory of Design in Art History." Art Research of Ukraine, no. 18 (December 19, 2018): 103–12. http://dx.doi.org/10.31500/2309-8155.18.2018.152377.

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4

Coleman, Nathaniel. "History Theory Design: a pedagogy of persuasion." Architectural Research Quarterly 7, no. 3-4 (September 2003): 353–60. http://dx.doi.org/10.1017/s1359135503002288.

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Architecture students tell stories about their work. These stories are meant to convey information regarding their convictions about design, the motivating concept for a specific design, and the intended meaning of the design. Such stories are calculated to have something to do with the work presented. Often, though, what is said is put forward and accepted as valid simply because it is said. Scrutiny of the relationship between such accounts and the visual or physical evidence frequently reveals a wide gap between intention and result. Credulity of such incongruity encourages a loose way of thinking that fosters a separation of thought (theory) from doing (practice). Concurrently, architecture students at the earliest stages of their education seem to require skill development above all else. But overemphasis on technique undervalues developing conceptual depth. If students are not introduced to design as an ill-defined problem, akin to formulating effective and persuasive arguments, their propensity is to produce work that tends to be ineffectively developed or represented while lacking theoretical sophistication.
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5

Kim, Nanyoung. "A History of Design Theory in Art Education." Journal of Aesthetic Education 40, no. 2 (2006): 12–28. http://dx.doi.org/10.1353/jae.2006.0015.

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6

Kim, Nanyoung. "A History of Design Theory in Art Education." Journal of Aesthetic Education 40, no. 2 (July 1, 2006): 12–28. http://dx.doi.org/10.2307/4140227.

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7

Munzar, Jeffrey D., Andy Ng, and David Juncker. "Duplexed aptamers: history, design, theory, and application to biosensing." Chemical Society Reviews 48, no. 5 (2019): 1390–419. http://dx.doi.org/10.1039/c8cs00880a.

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8

Le Masson, Pascal, Kees Dorst, and Eswaran Subrahmanian. "Design theory: history, state of the art and advancements." Research in Engineering Design 24, no. 2 (March 21, 2013): 97–103. http://dx.doi.org/10.1007/s00163-013-0154-4.

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9

Janet, Jeff, and Melissa Miles. "ARTEMIS: Reinvigorating History and Theory in Art and Design Education." International Journal of Art & Design Education 28, no. 1 (February 2009): 52–60. http://dx.doi.org/10.1111/j.1476-8070.2009.01592.x.

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10

Kickert, Conrad, and Robert Fishman. "Situated learning in history and theory in the urban design curriculum." Proceedings of the Institution of Civil Engineers - Urban Design and Planning 170, no. 3 (June 2017): 121–32. http://dx.doi.org/10.1680/jurdp.16.00004.

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11

Buonopane, Stephen G., and David P. Billington. "Theory and History of Suspension Bridge Design from 1823 to 1940." Journal of Structural Engineering 119, no. 3 (March 1993): 954–77. http://dx.doi.org/10.1061/(asce)0733-9445(1993)119:3(954).

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12

Puri, Satinder P. S. "Theory and History of Suspension Bridge Design from 1823 to 1940." Journal of Structural Engineering 121, no. 1 (January 1995): 155–57. http://dx.doi.org/10.1061/(asce)0733-9445(1995)121:1(155).

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13

Pilsitz, Martin. "Construction History in Theory and Teaching." Periodica Polytechnica Architecture 49, no. 2 (September 24, 2018): 117–25. http://dx.doi.org/10.3311/ppar.13139.

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For the development of a comprehensive explanative model on the genesis and use of the history of a historic building, an exclusively visual and aesthetic approach is not sufficient. In addition to the function, the construction is also shown as a peer design factor in the planning, architectural and artistic development. In this context, the task of the technical universities and colleges is to provide students with a far-reaching expertise in historical building construction. To achieve this goal, the Budapest University of Technology and Economics (BUTE), in the context of a research programme, has taken a targeted initiative. For this purpose, a large number of historical architectural drawings were combined in a plan collection at the Department and made available for further research. With regard to the structural importance of these drawings, a systematic scientific research has been carried out.This study was supported by the National Research, Development and Innovation Office - grant No. 112906.
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14

Van Lent, Wim, and Gabrielle Durepos. "Nurturing the historic turn: “history as theory” versus “history as method”." Journal of Management History 25, no. 4 (November 11, 2019): 429–43. http://dx.doi.org/10.1108/jmh-03-2019-0017.

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Purpose This paper aims to explore the turn in management and organization studies (MOS) and reflect on “history as theory” versus “history as method”. Design/methodology/approach Looking at previous research and the evolution of MOS, this paper situates the special issue papers in the current climate of this area of research. Findings The special issue papers included here each make a theoretical contribution to methodology in historical organization studies. Originality/value The eight articles featured in the special issue offer examples of innovative and historically sensitive methodology that, according to the authors, increase the management historian toolkit and ultimately enhance the methodological pluralism of historical organization studies as a field.
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15

Huppatz, D. J. "The Design History Reader by Grace Lees-Maffei and Rebecca Houze (eds)/Design History: Understanding Theory and Method by Kjetil Fallan." Design and Culture 3, no. 2 (July 2011): 259–63. http://dx.doi.org/10.2752/175470811x13002771868201.

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16

Ehrlich, Robert. "What Makes a Theory Testable, or Is Intelligent Design Less Scientific Than String Theory?" Physics in Perspective 8, no. 1 (March 2006): 83–89. http://dx.doi.org/10.1007/s00016-005-0279-6.

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17

Cano-Echevarría, Berta. "Puttenham’s failed design." Cahiers Élisabéthains: A Journal of English Renaissance Studies 94, no. 1 (August 2, 2017): 57–73. http://dx.doi.org/10.1177/0184767817722368.

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Despite the popularity of Renaissance pattern poetry, this verse form was neglected in the English poetical tradition. I suggest that this lack of recognition may be explored by looking into its presentation as an oriental import, which chose to ignore its relationship with classical Greek models. The inspiration for George Puttenham’s shift of attribution from the West to the East in his Arte of English Poesie can be explained by the early modern fascination with travel writing and by Puttenham’s knowledge of the work of a fellow literary theorist, Richard Willes, and his novel poetical compositions.
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18

Schneider, Bradley B., Erkinjon G. Nazarov, Frank Londry, Paul Vouros, and Thomas R. Covey. "Differential mobility spectrometry/mass spectrometry history, theory, design optimization, simulations, and applications." Mass Spectrometry Reviews 35, no. 6 (May 11, 2015): 687–737. http://dx.doi.org/10.1002/mas.21453.

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19

Wilson, Matthew. "Labour, utopia and modern design theory: the positivist sociology of Frederic Harrison." Intellectual History Review 29, no. 2 (November 23, 2017): 313–35. http://dx.doi.org/10.1080/17496977.2017.1379287.

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20

Everitt, Nicholas. "Critical Review of Mary Midgley'sIntelligent Design Theory and Other Ideological Problems." Journal of Philosophy of Education 48, no. 4 (June 20, 2014): 665–74. http://dx.doi.org/10.1111/1467-9752.12092.

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21

Lu, Bojia. "Design of Knitted Garment Design Model Based on Mathematical Image Theory." Journal of Sensors 2022 (March 1, 2022): 1–13. http://dx.doi.org/10.1155/2022/3864256.

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Iconology is an approach used by Western art theorists and art history researchers to explain plastic art and even relative to other various plastic art activities. This article is aimed at researching and discussing the design of knitted garment design model based on mathematical image theory. This article first discusses the application of digital image processing in the field of knitted clothing; digital image processing technology has a wide range of applications in the field of knitted clothing, including four aspects of fiber, yarn, fabric, and clothing, and proposes digital image filtering technology and digital image fuzzy filtering algorithm and then researches and analyzes the drape performance of knitted fabrics. Fabric drape is an important performance that reflects the beauty of the appearance of the fabric. The design of knitted garments is discussed based on mathematical imagery, and finally, the pressure performance of knitted garments is tested and analyzed. The experimental results in this paper show that the data correlation of the clothing pressure measured in different situations of the upper body is 0.87328, 0.779832, and 0.780213, respectively, under the plain weave, rib, and mesh fabric clothing fabrics. It shows that under the pressure of this degree of knitted clothing, it is in line with the needs of human healthy growth, because a certain degree of clothing pressure can maintain human physical and mental health and improve the quality of life.
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22

张, 媛. "The Application of Self-Efficacy Theory in the Teaching of History of Design Course." Design 05, no. 04 (2020): 63–68. http://dx.doi.org/10.12677/design.2020.54010.

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23

Jefferies, M. "Book Review: The Werkbund. Design Theory and Mass Culture before the First World War." German History 16, no. 2 (April 1, 1998): 270–71. http://dx.doi.org/10.1177/026635549801600229.

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24

Karpova, Yulia. "Accommodating ‘design’: introducing the Western concept into Soviet art theory in the 1950s–60s." European Review of History: Revue europeenne d'histoire 20, no. 4 (August 2013): 627–47. http://dx.doi.org/10.1080/13507486.2012.763160.

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25

Zheng, You Yi, Ji Lai Rao, and Lei Wu. "Design Theory of Profile Connection and Overview of Manufacturing Technology." Applied Mechanics and Materials 34-35 (October 2010): 1730–34. http://dx.doi.org/10.4028/www.scientific.net/amm.34-35.1730.

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This paper mainly introduces the concepts and brief development history of profile connection, brief discusses its design theory and manufacturing techniques and finally some application prospect are put forward.
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26

Sachdev, Vibhuti. "In a Maze of Lines: the theory of design ofJaalis." South Asian Studies 19, no. 1 (January 2003): 141–55. http://dx.doi.org/10.1080/02666030.2003.9628626.

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27

Lee, K. S. "Mechanism Design Theory Embodying an Algorithm-Centered Vision of Markets/Organizations/Institutions." History of Political Economy 38, Suppl 1 (January 1, 2006): 283–304. http://dx.doi.org/10.1215/00182702-2005-026.

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28

Kinmonth, Claudia. "Irish horn spoons: their design history and social significance." Proceedings of the Royal Irish Academy: Archaeology, Culture, History, Literature 118C, no. 1 (2018): 231–69. http://dx.doi.org/10.1353/ria.2018.0004.

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29

Claudia Kinmonth. "Irish horn spoons: their design history and social significance." Proceedings of the Royal Irish Academy: Archaeology, Culture, History, Literature 118C (2018): 231. http://dx.doi.org/10.3318/priac.2018.118.05.

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30

Hatton, Brian. "Exploring architecture as a critical act, questioning relations between design, criticism, history and theory." Architectural Research Quarterly 8, no. 2 (June 2004): 105–8. http://dx.doi.org/10.1017/s1359135504000132.

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This conference, which took place 25–27 November 2004, was held by the Bartlett School of Architecture in association with the Architectural Humanities Research Association (AHRA). Its stated aim was to examine the relationship between critical practice in architecture and architectural criticism, intending to place architecture in an interdisciplinary context with reference to modes of criticism in other disciplines, specifically art criticism, and to explore modes of critical practice in architecture: buildings, drawings and texts. Brian Hatton attended the second day of the conference; his comments on the first day are based on discussions with colleagues and reading of transcripts.
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31

Garcia, Mark. "Prologue for a History, Theory and Future of Patterns of Architecture and Spatial Design." Architectural Design 79, no. 6 (November 2009): 6–17. http://dx.doi.org/10.1002/ad.974.

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32

STANLEY, MATTHEW. "By design: James Clerk Maxwell and the evangelical unification of science." British Journal for the History of Science 45, no. 1 (February 2, 2011): 57–73. http://dx.doi.org/10.1017/s0007087410001548.

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AbstractJames Clerk Maxwell's electromagnetic theory famously unified many of the Victorian laws of physics. This essay argues that Maxwell saw a deep theological significance in the unification of physical laws. He postulated a variation on the design argument that focused on the unity of phenomena rather than Paley's emphasis on complexity. This argument of Maxwell's is shown to be connected to his particular evangelical religious views. His evangelical perspective provided encouragement for him to pursue a unified physics that supplemented his other philosophical, technical and social influences. Maxwell's version of the argument from design is also contrasted with modern ‘intelligent-design’ theory.
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33

An, Yunjo. "A History of Instructional Media, Instructional Design, and Theories." International Journal of Technology in Education 4, no. 1 (December 20, 2020): 1. http://dx.doi.org/10.46328/ijte.35.

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This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s – 1930s, (2) World War II – 1970s, (3) 1980s – 1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.
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34

Coccia, Emanuele. "La nature est design." Critique 891-892, no. 8 (July 27, 2021): 741–50. http://dx.doi.org/10.3917/criti.891.0741.

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35

Renne, Elisha P. "History, Design, and Craft in West African Strip-Woven Cloth." African Arts 26, no. 3 (July 1993): 30. http://dx.doi.org/10.2307/3337149.

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36

Massey, Douglas S. "The Ethnosurvey in Theory and Practice." International Migration Review 21, no. 4 (December 1987): 1498–522. http://dx.doi.org/10.1177/019791838702100426.

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This article describes a research approach designed to overcome the limitations of federal immigration statistics and to illuminate the social processes underlying aggregate patterns of migration. The principal weaknesses of existing data sources are that they underenumerate and imperfectly measure undocumented migration; they do not reflect the widespread circularity of modern international movements; they omit variables central to the immigration process; and their cross-sectional collection and tabulation precludes the analysis of immigration as a dynamic process. The ethnosurvey is a research design that ameliorates these problems through five specific design features: multimethod data collection, representative multisite sampling, multilevel data compilation, life history collection, and parallel sampling. These design features are described, justified, and tied to the broader methodological literature in social science. The ethnosurvey design is illustrated by its recent application to study Mexican migration to the United States, and empirical evidence is presented to show how it corrects the limitations of federal data on immigration.
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Engholm, Ida. "DESIGN HISTORY OF THE WWW.: WEBSITE DEVELOPMENT FROM THE PERSPECTIVE OF GENRE AND STYLE THEORY." Artifact 1, no. 4 (December 2007): 217–31. http://dx.doi.org/10.1080/17493460802127757.

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38

VASILE, M. "Robust Mission Design Through Evidence Theory and Multiagent Collaborative Search." Annals of the New York Academy of Sciences 1065, no. 1 (December 1, 2005): 152–73. http://dx.doi.org/10.1196/annals.1370.024.

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39

Lanteigne, Victoria, Traci Rose Rider, and Peter Stratton. "Evolving Design Pedagogies: Broadening Universal Design for Social Justice." Enquiry The ARCC Journal for Architectural Research 19, no. 1 (September 5, 2022): 8–23. http://dx.doi.org/10.17831/enqarcc.v19i1.1135.

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Universal Design came into prominence as a successor to the Americans with Disabilities Act (ADA), contributing to broader notions of accessibility beyond baseline codes and standards. Rooted in human factors research, Universal Design primarily centers on supporting human performance through the development of accessible and usable environments (Steinfeld and Maisel 2012, 95-96). As such, Universal Design pedagogies predominantly focus on enhancing environments for people with disabilities and aging populations (O Shea 2018, 721; Steinfeld and Maisel 2012, 49). However, some believe Universal Design is on the cusp of a paradigm shift to address broader aspects of social justice (Salmen 2012; Steinfeld and Maisel 2012, 159-160). This paper synthesizes existing literature to explore how current academic and practice-facing Universal Design pedagogies support the movement’s expansion to address social justice across demographic groups. Critical audiences for this work include architectural educators, students, researchers, policymakers, and building professionals interested in advancing the theory and practice of Universal Design. Recommendations from this work reposition Universal Design pedagogies as a pathway for creating more equitable and inclusive buildings, spaces, and communities that are truly designed for all.
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40

Baym, Nina, and Kris Fresonke. "West of Emerson: The Design of Manifest Destiny." New England Quarterly 76, no. 3 (September 2003): 480. http://dx.doi.org/10.2307/1559814.

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41

McShane, Michael. "Enterprise risk management: history and a design science proposal." Journal of Risk Finance 19, no. 2 (March 19, 2018): 137–53. http://dx.doi.org/10.1108/jrf-03-2017-0048.

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Purpose This paper aims to investigate the evolution of enterprise risk management (ERM) out of fragmented disciplinary perspectives to provide a foundation for promoting interdisciplinary research and proposes a design science approach for more effective ERM implementation in organizations. Design/methodology/approach This conceptual paper synthesizes ERM research and practice from multiple disciplines. Findings Corporate risk management concepts were born in academic finance and developed further in the finance subset known as risk management and insurance. With the advent of ERM, efforts must broaden beyond applying statistical models to quantifiable risks. Other disciplines have expanded ERM research by embracing techniques to investigate risk management practices to produce knowledge that integrates practice and theory. ERM is promoted as integrated risk management, yet silos still remain in both practice and research. Originality/value This study provides a foundation and a proposal for moving ERM past academic and organizational silos, which is necessary to achieve the ERM philosophy and increase organizational resilience. Understanding the evolution and fragmented nature of ERM research and practice provides a foundation for interdisciplinary cooperation necessary to achieve the holistic ERM philosophy. A next frontier is effective ERM implementation. This paper argues for an organizational design science approach for mitigating the resistance to change that confounds effective implementation of ERM in organizations facing an increasingly uncertain environment and outlines future research for applying the approach to implementing the ISO 31000 risk management process.
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42

Coloma, Roland Sintos. "Setting theory to work in history of education." History of Education Review 47, no. 1 (June 4, 2018): 40–53. http://dx.doi.org/10.1108/her-05-2017-0009.

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Purpose The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will explore the following questions: What is theory, and what is it for? How do historians and, in particular, historians of education construe and use theory? And how do they respond to openly theoretical work? The author poses these questions in light of ongoing discussions in the field of history of education regarding the role, relevance, and utility of theory in historical research, analysis, and narratives. Design/methodology/approach The explicit use of theory in historical research is not altogether new, tracing an intellectual genealogy since the mid-1800s when disciplinary boundaries among academic fields were not so rigidly defined, developed and regulated. The paper analyzes three books that are geographically located in North America (USA), Australia, Europe (Great Britain) and Asia (India), thereby offering a transnational view of the use of theory in history of education. It also examines how historians of education respond to explicitly theoretical work by analyzing, as a case study, a 2011 special issue in History of Education Quarterly. Findings First, the paper delineates theory as a multidimensional concept and practice with varying and competing meanings and interpretations. Second, it examines three book-length historical studies of education that employ theoretical frameworks drawing from cultural, feminist poststructuralist and postcolonial approaches. The author’s analysis of these manuscripts reveals that historians of education who explicitly engage with theory pursue their research in reflexive, disruptive and generative modes. Lastly, it utilizes a recent scholarly exchange as a case study of how some historians of education respond to theoretically informed work. It highlights three lenses – reading with insistence, for resistance, and beyond – to understand the responses to the author’s paper on Foucault and poststructuralism. Originality/value Setting theory to work has a fundamentally transformative role to play in our thinking, writing and teaching as scholars, educators and students and in the productive re-imagining of history of education.
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43

Marston, Jane. "The Law of Nature and the Design of History: The Landlord at Lion's Head." Nineteenth-Century Literature 42, no. 2 (September 1987): 171–87. http://dx.doi.org/10.1525/ncl.1987.42.2.99p0091q.

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44

Li, Baoyan, and Francois Friedmann. "Semiautomatic Multiple Resolution Design for History Matching." SPE Journal 12, no. 04 (December 1, 2007): 408–19. http://dx.doi.org/10.2118/102277-pa.

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Summary History matching is an inverse problem in which an engineer calibrates key geological/fluid flow parameters by fitting a simulator's output to the real reservoir production history. It has no unique solution because of insufficient constraints. History-match solutions are obtained by searching for minima of an objective function below a preselected threshold value. Experimental design and response surface methodologies provide an efficient approach to build proxies of objective functions (OF) for history matching. The search for minima can then be easily performed on the proxies of OF as long as its accuracy is acceptable. In this paper, we first introduce a novel experimental design methodology for semi-automatically selecting the sampling points, which are used to improve the accuracy of constructed proxies of the nonlinear OF. This method is based on derivatives of constructed proxies. We propose an iterative procedure for history matching, applying this new design methodology. To obtain the global optima, the proxies of an objective function are initially constructed on the global parameter space. They are iteratively improved until adequate accuracy is achieved. We locate subspaces in the vicinity of the optima regions using a clustering technique to improve the accuracy of the reconstructed OF in these subspaces. We test this novel methodology and history-matching procedure with two waterflooded reservoir models. One model is the Imperial College fault model (Tavassoli et al. 2004). It contains a large bank of simulation runs. The other is a modified version of SPE9 (Killough 1995) benchmark problem. We demonstrate the efficiency of this newly developed history-matching technique. Introduction History matching (Eide et al. 1994; Landa and Güyagüler 2003) is an inverse problem in which an engineer calibrates key geological/fluid flow parameters of reservoirs by fitting a reservoir simulator's output to the real reservoir production history. It has no unique solution because of insufficient constraints. The traditional history matching is performed in a semi-empirical approach, which is based on the engineer's understanding of the field production behavior. Usually, the model parameters are adjusted using a one-factor-at-a-time approach. History matching can be very time consuming, because many simulation runs may be required for obtaining good fitting results. Attempts have been made to automate the history-matching process by using optimal control theory (Chen et al. 1974) and gradient techniques (Gomez et al. 2001). Also, design of experiment (DOE) and response surface methodologies (Eide et al. 1994; Box and Wilson 1987; Montgomery 2001; Box and Hunter 1957; Box and Wilson 1951; Damsleth et al. 1992; Egeland et al. 1992; Friedmann et al. 2003) (RSM) were introduced in the late 1990s to guide automatic history matching. The goal of these automatic methods is to achieve reasonably faster history-matching techniques than the traditional method. History matching is an optimization problem. The objective is to find the best of all possible sets of geological/fluid flow parameters to fit the production data of reservoirs. To assess the quality of the match, we define an OF (Atallah 1999). For history-matching problems, an objective function is usually defined as a distance (Landa and Güyagüler 2003) between a simulator's output and reservoir production data. History-matching solutions are obtained by searching for minima of the objective function. Experimental design and response surface methodologies provide an efficient approach to build up hypersurfaces (Kecman 2001) of objective functions (i.e., proxies of objective functions with a limited number of simulation runs for history matching). The search for minima can then be easily performed on these proxies as long as their accuracy is acceptable. The efficiency of this technique depends on constructing adequately accurate objective functions.
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45

Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (June 1, 2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.
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46

Kirch, Susan A., and Moshe J. Sadofsky. "Medical Education From a Theory–Practice–Philosophy Perspective." Academic Pathology 8 (January 1, 2021): 237428952110102. http://dx.doi.org/10.1177/23742895211010236.

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Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.
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47

MYERS, KAREN L., NINA B. ZUMEL, and PABLO GARCIA. "Acquiring design rationale automatically." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 14, no. 2 (April 2000): 115–35. http://dx.doi.org/10.1017/s0890060400142027.

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Abstract:
The value of comprehensive rationale for documenting a design has long been recognized. However, designers rarely produce detailed rationale in practice because of the substantial time investment required. Efforts to support the acquisition of rationale information have focused on languages and tools for structuring the acquisition process, but still require substantial involvement on the part of the designer. This paper describes an experimental system, the Rationale Construction Framework (RCF), that acquires rationale information for the detailed design process without disrupting a designer's normal activities. The underlying approach involves monitoring designer interactions with a commercial computer-assisted design (CAD) tool to produce a rich process history. This history is subsequently structured and interpreted relative to a background theory of design metaphors that enable explanation of certain aspects of the design process. The framework provides an environment that can acquire rich, meaningful rationale information in a time- and cost-effective manner, with minimal disruption to the designer.
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Bowlt, John E., William Craft Brumfield, and Blair A. Ruble. "Russian Housing in the Modern Age: Design and Social History." Slavic and East European Journal 38, no. 3 (1994): 529. http://dx.doi.org/10.2307/308871.

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49

Rourke, Arianne, and Zena O’Connor. "Threshold Concept: Overcoming the Stumbling Blocks to Learning Design History and Colour Theory in Higher Education." Design Principles and Practices: An International Journal—Annual Review 6, no. 1 (2013): 23–31. http://dx.doi.org/10.18848/1833-1874/cgp/v06/38309.

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50

Kapp. "Historic Preservation Design: Using Ethnographic-based Fieldwork to Introduce Theory and History in the Architecture Studio." Future Anterior: Journal of Historic Preservation, History, Theory, and Criticism 17, no. 2 (2020): 17. http://dx.doi.org/10.5749/futuante.17.2.0017.

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