{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/28808"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/28808","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Uncertainties of reason : pragmatist plurality in basic design education","abstract":"(cont.) interest in variance and uncertainty. Reasoning plays into creativity in much more flexible ways than those usually attributed in technology. This dissertation argues to encourage creativity in the formative years of design education, and as a personal reasoning process that allows for uncertainty.","abstract_html":"(cont.) interest in variance and uncertainty. Reasoning plays into creativity in much more flexible ways than those usually attributed in technology. This dissertation argues to encourage creativity in the formative years of design education, and as a personal reasoning process that allows for uncertainty.","abstract_has_math":false,"creators":["Özkâr, Mine, 1976-"],"institution":"Massachusetts Institute of Technology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. Dept. of Architecture.","school":null,"contributors":[],"advisors":["George Stiny."],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004","date_published":"2004","updated_at":"2026-07-22T22:21:11Z","subjects":["Architecture."],"languages":["en_US"],"rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"rights_urls":["http://dspace.mit.edu/handle/1721.1/7582"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1721.1/28808","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["George Stiny."]},{"key":"dc:contributor.department","label":"Department","values":["Massachusetts Institute of Technology. Dept. of Architecture."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["Massachusetts Institute of Technology. Dept. of Architecture."]},{"key":"dc:creator","label":"Author","values":["Özkâr, Mine, 1976-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2005-09-27T18:27:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2005-09-27T18:27:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2004"]},{"key":"dc:publisher","label":"Institution","values":["Massachusetts Institute of Technology"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Architecture."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://dspace.mit.edu/handle/1721.1/7582"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1721.1/28808"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2004.","Includes bibliographical references (p. 127-138)."]},{"key":"dc:description.abstract","label":"Abstract","values":["(cont.) interest in variance and uncertainty. Reasoning plays into creativity in much more flexible ways than those usually attributed in technology. This dissertation argues to encourage creativity in the formative years of design education, and as a personal reasoning process that allows for uncertainty.","Creativity, in the sense that it emerges from differences in reasoning, can be fostered in an education system where personal experiences are an integral part of the curriculum. The basic design course is an attempt to pursue this understanding in architectural education. The Bauhaus in Weimar and the VKhUTEMAS in Moscow are two schools renowned for starting the tradition of basic design education in early 1920s. However, the ideology of modernist universalism dominant at these schools and their followers in Europe and America avert the pursuit for plurality. An interest in basic design education existed earlier in America through the educational practices of Denman W. Ross in Architecture and Fine Arts Departments of Harvard University between 1899-1935, and Arthur W. Dow, first at Ipswich, MA, later in Teachers College at Columbia University in New York between 1908-1922. Ross and Dow's methods were partially affected by their involvement in the Arts and Crafts and the Orientalist movements. At the same time, their ideas coincided with those of the philosophers, psychologists and scientists of the intellectual community around them, such as William James, George Santayana, John Dewey, and Hugo Munsterberg who altogether emphasized the continuity of experience and the role of sensory experience in learning. Whereas the modernist basic design education falls short in sustaining the plurality, Ross and Dow's pedagogical theories, despite their dated style, acknowledge that people's differences make design a worthwhile creative enterprise. The ideas that arise in Ross and Dow's approaches to basic design are relevant from a contemporary viewpoint. Today, the inflexibility in the ways that design processes integrate technology contrasts the designer's"]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Uncertainties of reason : pragmatist plurality in basic design education"]}]}],"canonical_facts":{"dc:contributor.advisor":["George Stiny."],"dc:contributor.department":["Massachusetts Institute of Technology. Dept. of Architecture."],"dc:contributor.other":["Massachusetts Institute of Technology. Dept. of Architecture."],"dc:creator":["Özkâr, Mine, 1976-"],"dc:date.accessioned":["2005-09-27T18:27:45Z"],"dc:date.available":["2005-09-27T18:27:45Z"],"dc:date.issued":["2004"],"dc:description":["Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2004.","Includes bibliographical references (p. 127-138)."],"dc:description.abstract":["(cont.) interest in variance and uncertainty. Reasoning plays into creativity in much more flexible ways than those usually attributed in technology. This dissertation argues to encourage creativity in the formative years of design education, and as a personal reasoning process that allows for uncertainty.","Creativity, in the sense that it emerges from differences in reasoning, can be fostered in an education system where personal experiences are an integral part of the curriculum. The basic design course is an attempt to pursue this understanding in architectural education. The Bauhaus in Weimar and the VKhUTEMAS in Moscow are two schools renowned for starting the tradition of basic design education in early 1920s. However, the ideology of modernist universalism dominant at these schools and their followers in Europe and America avert the pursuit for plurality. An interest in basic design education existed earlier in America through the educational practices of Denman W. Ross in Architecture and Fine Arts Departments of Harvard University between 1899-1935, and Arthur W. Dow, first at Ipswich, MA, later in Teachers College at Columbia University in New York between 1908-1922. Ross and Dow's methods were partially affected by their involvement in the Arts and Crafts and the Orientalist movements. At the same time, their ideas coincided with those of the philosophers, psychologists and scientists of the intellectual community around them, such as William James, George Santayana, John Dewey, and Hugo Munsterberg who altogether emphasized the continuity of experience and the role of sensory experience in learning. Whereas the modernist basic design education falls short in sustaining the plurality, Ross and Dow's pedagogical theories, despite their dated style, acknowledge that people's differences make design a worthwhile creative enterprise. The ideas that arise in Ross and Dow's approaches to basic design are relevant from a contemporary viewpoint. Today, the inflexibility in the ways that design processes integrate technology contrasts the designer's"],"dc:description.degree":["Ph.D."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/1721.1/28808"],"dc:language.iso":["en_US"],"dc:publisher":["Massachusetts Institute of Technology"],"dc:rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"dc:rights.uri":["http://dspace.mit.edu/handle/1721.1/7582"],"dc:subject":["Architecture."],"dc:title":["Uncertainties of reason : pragmatist plurality in basic design education"],"dc:type":["Thesis"]},"updated_at":"2026-07-22T22:21:11Z"}