장르별 교육 시스템 연구 -단계별 디자인 교육을 중심으로-

다국어 초록 (Multilingual Abstract)

This paper sought to present three stages for proper education in design. The first stage is for self-assurance of one`s preferences, disposition and inclination. Because one`s visionfs deeply associated with and based on intellectual and emotional perception unique to themselves, self-assurance of their own qualities and tastes is crucially important for the development of their creativity as well as skills in design. The point at this stage is to help students realize what seeing means and how much creative design can become through such exposure. The next stage is for postulation of one`s own vision. Via this stage one`s self-assurance of their own visual perception needs to be objectified so that it can convince other people, and students should be guided to learn that design is completed not only in and of itself but based on their understandings of different factors that contribute to the completion of design: the understanding of themselves, the understanding of the communication between the designer and the customer, the understanding of cultural features, the understanding of design as a total structure rather than its part, and so forth. The final stage is for synthesis of. the first two stages. This is a culminating stage, in other words, that incorporates and expands self-assurance and ideas postulation for the development of one`s unrivaled perspective into vision. This stage should enable students to enhance their multilateral views and skills to solve problems, and this process will eventually lead to students`creativity. Clearly. these three stages are not to be undergone in separate steps; instead the stages must be well coordinated through effective educational practices. For this purpose corrrnunications between students themselves and or between student and teacher are also important.