Abstract
Recent researchers have pointed out that designers should not only be able to solve problems, but also to find and identify them. Many design curriculum publications and syllabi also have unequivocally indicated that design students should be able to identify and state clearly the needs and opportunities for design activities through investigation of the contexts of home, school, recreation, community, business and industry. However, “problem finding” is still a deficient area in Hong Kong design curricula. By conducting a comprehensive review on the development of design education at secondary and tertiary levels of Hong Kong, this paper traces the changes in the objectives and learning activities within design education, and identifies the reasons behind them. By identifying the critical changes in the nature and requirements for jobs, social matters and educational objectives, this paper further urges the need to nurture the problem-finding capability of design students.
| Keywords: | problem finding; design curriculum; educational change |
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