May 2024, № 2 (242), pages 69-76

doi: 10.25198/1814-6457-242-69

Zaeva-Burdonskaya E.A. PROFESSIONAL DESIGN EDUCATION AT THE STAGE OF FORMATION. BRITISH EXPERIENCEThe issue of searching for the humanistic foundations of professional education in the field of design becomes most acute during the period of mass digitalization of communication processes. Integration of digital technologies into applied art education requires the search for new effective models of direct and feedback between student and teacher, new methods and channels for knowledge transfer. The only way to counteract global knowledge-intensive technogenic processes is to preserve the humanistic foundations of teaching methods. The search for current forms of dialogue between traditional and innovative in vocational education lies in the historical examples of design schools in industrialized countries, especially at the stage of the formation of design as an independent design and artistic industry. The example of the British pedagogical system left a number of methodological principles for the special training of industrial designers that have already become classic. Among them, a scientifically based methodology stands out, which made it possible to develop advanced training programs and release the unlimited potential of experimentation, which shortened the path from a training project to production. Creation of a tradition of professional schools in alliance with the scientific base of museum complexes and their funds, opening up the possibility of training a well-rounded, erudite specialist. Focus on the needs of industrial practice led to the creation of a continuous multi-stage model of the educational process in accordance with various levels of training from primary education to higher education. Additional education programs within the framework of retraining and advanced training of workers and craftsmen in the art industry combined the tasks of training and education. A new strategic line was formed by practicing designers who brought experience of working with real production into pedagogy. The organizational structure of the schools included workshops and technical design studios that provided craft training for future specialists. The listed areas, which formed the model of professional education in the field of design, had flexibility and assumed the ability to develop, which makes them relevant to this day.Key words: design, vocational education, educational design, methodology, craft, training programs.

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About this article

Author: Zaeva-Burdonskaya E.A.

Year: 2024

doi: 10.25198/1814-6457-242-69

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Sergey Aleksandrovich
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