REFERENCE
ABSTRACT
In this paper we discuss process-oriented and craft-based design practice as an educational approach and in its role in design and propose it as a context for acquiring experiential knowledge. We discuss the extent to which such a design practice is informed by its context and entanglements and the learnings that arise from them. Interviews with five participants of a university course in teacher training in design and technology trace an experiential and thought processes that allow us to understand the informing qualities of the entanglements that may arise. Bodymind and practice inform each other and form the context for entanglements with people and matter, which in turn evoke notions of pasts and futures, as well as of values and structures. We demonstrate how participants transfer embodied experiences to broader contexts, thereby personally relating to social and political issues. The resulting experiences, insights, entanglements and objects are interwoven in several dimensions and also influence each other in several directions, such as values flowing back into the design or other people being influenced by a practice.
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