Arthur Shapiro, University of South Florida, USA

The primary objective of this article is to conduct an in-depth examination of the role that divergent thinking serves in enhancing creativity, particularly within the framework of transdisciplinary design education. It seeks to address critical questions regarding how to effectively design processes and environments that can significantly improve creative learning experiences for students. The author posits that social interaction, combined with a structured design-thinking process, plays a vital role in fostering divergent thinking among learners. Research indicates that students are more likely to engage in meaningful learning when they are part of collaborative work environments that promote social creativity. These environments can be further enriched by implementing a systematic design process that encourages teamwork and collective problem-solving. To support this argument, the article draws upon established theories of creativity and references previous studies that have explored the intricacies of the creative process. It introduces a comprehensive model for creativity education, which emphasizes the importance of both creative processes and social interactions in nurturing innovative thinking. Furthermore, the article presents a detailed case study focused on the development and instruction of foundational courses in an undergraduate transdisciplinary design program at the author’s institution. This case study illustrates the practical application of the proposed education model and highlights the various strategies employed to integrate divergent thinking into the curriculum. Finally, the author describes a specific project that serves as an exemplar of the concepts discussed throughout the article. By outlining the processes involved and the outcomes achieved, the author aims to provide educators with valuable guidelines and insights that can be applied in the actual development and execution of project-based classes. These guidelines are intended to help educators create rich, engaging learning experiences that not only promote creativity but also prepare students for success in interdisciplinary environments.

APA:
Shapiro, A. (2024). Transdisciplinary Design Education and the Application of Design Thinking Principles. Journal of Education and Teaching Methodology, 5(2), 45-54. https://doi.org/10.33832/jetm.2024.5.2.05