Transforming Grounds

There are a lot of discussions about design thinking today. And everyone wants to be better at design. Every company wants to be more designerly. This is all good. But where do you start if you want to change people or companies to be more designerly? In our book "The Design Way" we introduce what we label as "design learning domains". We show it in a simple schema (see Fig 14.12 below). We explain the idea like this "Design learning can be addressed in four domains: (1) design character, (2) design thinking, (3) design knowing, and (4) design action or praxis (see figure 14.12). These domains can be expressed as sets. The outcome of design learning or inquiry can be seen as a process of managing competency sets that are interrelated among the quadrants formed by the crossing axis of familiar dichotomies such as concrete reality and abstract thinking, and the individual contrasted to social collectives. These sets—mindsets, knowledge sets, skill sets, and t

Today a lot of organizations are excited by the notion of design and the ways a designerly approach can enhance their business. Some companies even label themselves as "design companies" or state that they want to be seen as designerly companies. This is all well, but what does it mean and how do you know if and when you actually are designerly enough? In many areas we have seen different forms of maturity models . A maturity model is supposed to help people "measure" and establish how mature they are in relation to some aspects. Examples are plenty, such as capability maturity models for software, project planning maturity models, risk maturity models, etc. One of the fundamental ideas that underlie maturity models (even though not always stated) is that any progress in an area has to be built on a solid foundation. Without a solid foundation, any introduction of new tools, methods, approaches or procedures will probably over time fail. So, does your organiza

We all think. Most of us realize that there are different ways of thinking. Most of us also believe and understand that different ways of thinking lead to different outcomes. So, the choice of how to think about something has serious consequences. Howard Gardner explores forms of thinking in his book "The Disciplined Mind". Gardner is famous for his notion of multiple forms of intelligence. The idea is that people are intelligent in different ways. Ways that more or less are suitable for specific problems and situations. He argues that people need to nurture all forms of intelligence to be able to function well in the world, and his theories are of course highly influential and debated when it comes to education. In this book, Gardner explores the notion of "disciplined thinking". He writes "over the years, cultures have evolved systematic ways of thinking about these issues" ("issues" referring to questions about the "true, the beauti