000			01788cam a2200253 4500500
005			20250121140901.0
041			_afre
042			_adc
100	1	0	_aFauquembergue, Léa _eauthor
245	0	0	_aUsing the curriculum to teach design: A semantic analysis of French design programs
260			_c2022.
500			_a62
520			_aThis article proposes a semantic analysis of French teaching programs in design (diplôme national des métiers d’art et du design et baccalauréat sciences et technologies du design et des arts appliqués) to examine the design approaches politically conveyed by institutions and how methods of teaching are shaped by social change. This analysis highlights the importance of the vocabulary related to the design process that is employed and the values underlying the act of design in teaching programs. The design approach promoted by the institution is akin to a practical or ethical model of design, focusing not only on the design process, but also on the definition of a problématique (the complexity of a problem in terms of social, political, economic issues, etc.) and on the impact of the project. Moreover, the former artistic part of our curriculum is being replaced with a focus on creativity, prompting a system of values, approaches, ethics, and attitudes guided by moral principles often aimed at preserving or maintaining the world’s habitability.
690			_aproject
690			_adesign
690			_ateaching
690			_aprogram
690			_aproject
690			_adesign
690			_ateaching
690			_aprogram
786	0		_nSciences du Design | o 15 | 1 | 2022-09-14 | p. 62-74 | 2428-3711
856	4	1	_uhttps://shs.cairn.info/journal-sciences-du-design-2022-1-page-62?lang=en&redirect-ssocas=7080
999			_c581450 _d581450