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Design theory at Bauhaus: teaching 'splitting' knowledge

Author

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  • Pascal Le Masson

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

  • Armand Hatchuel

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

  • Benoit Weil

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

Abstract

Recent advances in design theory help clarify the logic, forms and conditions of generativity. In particular, the formal model of forcing predicts that high-level generativity (so-called generic generativity) can only be reached if the knowledge structure meets the 'splitting condition'. We test this hypothesis for the case of Bauhaus (1919–1933), where we can expect strong generativity and where we have access to the structures of knowledge provided by teaching. We analyse teaching at Bauhaus by focusing on the courses of Itten and Klee. We show that these courses aimed to increase students' creative design capabilities by providing the students with methods of building a knowledge base with two critical features: 1) a knowledge structure that is characterized by non-determinism and non-modularity and 2) a design process that helps students progressively 'superimpose' languages on the object. From the results of the study, we confirm the hypothesis deduced from design theory; we reveal unexpected conditions on the knowledge structure required for generativity and show that the structure is different from the knowledge structure and design process of engineering systematic design; and show that the conditions required for generativity, which can appear as a limit on generativity, can also be positively interpreted. The example of Bauhaus shows that enabling a splitting condition is a powerful way to increase designers' generativity.

Suggested Citation

  • Pascal Le Masson & Armand Hatchuel & Benoit Weil, 2016. "Design theory at Bauhaus: teaching 'splitting' knowledge," Post-Print hal-01481058, HAL.
    • Handle: RePEc:hal:journl:hal-01481058
    DOI: 10.1007/s00163-015-0206-z
    Note: View the original document on HAL open archive server: https://minesparis-psl.hal.science/hal-01481058
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    References listed on IDEAS

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    1. Armand Hatchuel & Benoit Weil & Pascal Le Masson, 2013. "Towards an ontology of design: lessons from C-K design theory and Forcing," Post-Print hal-01485098, HAL.
    2. Ehud Kroll & Pascal Le Masson & Benoit Weil, 2014. "Steepest-first exploration with learning-based path evaluation: uncovering the design strategy of parameter analysis with C-K theory," Post-Print hal-01070428, HAL.
    3. Sylvain Lenfle & Pascal Le Masson & Benoit Weil, 2014. "Using design theory to characterize various forms of breakthrough R&D projects and their management: revisiting Manhattan & Polaris," Post-Print hal-01002713, HAL.
    4. Pascal Le Masson & Armand Hatchuel & Benoit Weil, 2011. "The Interplay Between Creativity issues and Design Theories: a new perspective for Design Management Studies?," Post-Print hal-00696122, HAL.
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    Citations

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    Cited by:

    1. Juliette Brun & Pascal Le Masson & Benoit Weil, 2018. "Getting inspiration or creating inspiration? The role of knowledge structures in idea generation," Post-Print hal-01828023, HAL.
    2. Armand Hatchuel & Pascal Le Masson & Benoit Weil, 2017. "C-K theory: modelling creative thinking and its impact on research," Post-Print hal-01701853, HAL.
    3. Pascal Le Masson & Armand Hatchuel & Mario Le Glatin & Benoit Weil, 2018. "Designing Decisions In The Unknown: Towards A Generative Decision Model For Management Science," Post-Print hal-01937103, HAL.
    4. Armand Hatchuel & Pascal Le Masson & Benoit Weil, 2017. "C-K Theory : Modelling Creative Thinking And Its Impact On Research," Post-Print hal-01619990, HAL.
    5. Quinio, Maude & Guichard, Laurence & Salazar, Paola & Détienne, Françoise & Jeuffroy, Marie-Hélène, 2022. "Cognitive resources to promote exploration in agroecological systems design," Agricultural Systems, Elsevier, vol. 196(C).
    6. Armand ; Hatchuel & Pascal Le Masson & Maxime Thomas & Benoit Weil, 2021. "What Is Generative In Generative Design Tools? Uncovering Topological Generativity With A C-K Model Of Evolutionary Algorithms," Post-Print hal-03398565, HAL.
    7. Armand Hatchuel & Pascal Le Masson & Yoram Reich & Eswaran Subrahmanian, 2018. "Design theory: a foundation of a new paradigm for design science and engineering," Post-Print hal-01633021, HAL.
    8. Pascal Le Masson, 2017. "Why new approaches are needed for innovation - and brainstomring won't help!," Post-Print hal-01619987, HAL.

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    Keywords

    Generativity; design theory; splitting condition; Bauhaus; industrial design;
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