Design Education: By the Young, For the Young

It is indeed enlightening to see how my younger batch of students seem to perform this year, somewhat a little iffy at times, but more often, a little too eager at times to go ahead and finalise their design ideas, as opposed to the more composed, collected, and planned way of doing things that is a trademark of more mature, or even more adult design thinkers. But perhaps that is how design thinking for the younger folks are all about, getting right into the thick of action of doing things, rather than having a deep and thoughtful process. Or perhaps I should be looking at how I could marry their innate desire and need to be doing something right away, with the more elucidating practice of deep thinking, reflecting, ideating, prototyping, modelling, and stuffs like that, in order to make their design experiences an even more enriching and meaningful one. It would indeed be a challenge, but I guess with the various experimental lessons and tools that I have done so far, and have put in place in my past 6 years as an educator, I am very confident that I would be able to find and package an attractive design thinking, teaching and learning model that would be a peculiar trait of SST, perhaps a good model, not necessarily a perfect one, but good enough I hope, to be able to be identified with the SST branding that I would be proudly be part of in a mere 4 weeks or so.