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ABSTRACT
Critical thinking is defined by PASSMORE (1967) as
a process that is both reflexive and imaginative,
essencial aspects of the design process. This paper
focuses on the use of Critical Thinking to improve
what we call Graphic Thinking.
The content is two fold. The first part establishes
a theoretical framework around the concepts of
Critical Thinking and Graphic Thinking, in order to
propose a methodology for engineering education
through the combination of both concepts. The
second one deals with those concepts, which are
applied to one of the basic tools within the design
process, the diagram, analysing through it the con-
temporary way of designing.
Key words: Critical Thinking, Graphic Thinking,
Diagram, Design.
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El proceso de diseo
Figura 2. Planta, Estacin de autobuses, Talavera de la
Si entendemos el proceso de diseo como un Reina. S&Aa. (La planta es generada por los recorridos de
proceso de resolucin de problemas, podemos entrada y salida de los flujos de transporte)
apoyarnos en el modelo que describe LASEAU
(1989) de cinco pasos:
4. Pensamiento Crtico para el
1. Definicin del problema: identificar espec- Pensamiento Grfico: notas
ficamente el problema y los objetivos. metodolgicas
2. Desarrollo de alternativas: explorar posi-
bles soluciones, desarrollar alternativas. El Pensamiento Crtico se caracteriza bsica-
3. Evaluacin: examinar las distintas solucio- mente por la suspensin del juicio apriorstico y
nes segn los criterios de los objetivos. por el empleo sistemtico de la investigacin en
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Evaluar Condicionantes
EVALUACIN
Evaluar Argumentos
Auto-Examen
AUTORREGULACIN
Auto-Correccin
Figura 4. Ben Van Berkel & Caroline Bos, Casa Moebius, 1995
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7. Mtodo
8. Conclusiones
a. El diagrama comunicable
Tradicionalmente se tiende a establecer una El estudio que proponemos combina los prin-
divisin en el conjunto de los documentos que cipios metodolgicos de Pensamiento Crtico,
componen un proyecto, diferenciando entre ampliamente aplicados a la enseanza, con los
documentos de proceso (de trabajo) y documen- aspectos que definen el Pensamiento Grfico,
tos finales (de comunicacin o exposicin pbli- con el fin de avanzar una sistematizacin del
ca). proceso de diseo en ingeniera. El resultado al
que se ha llegado toma forma de esquema pre-
El diagrama dentro de un proceso contempo- liminar de una metodologa combinada que
rneo de diseo rompe de inicio con esa dicoto- pueda ser de utilidad para el ingeniero a la hora
ma diagrama de trabajo/diagrama de presen- de resolver problemas complejos. El mtodo se
tacin. El diagrama tiene hoy la capacidad de ser articula en torno a una serie de capacidades
instrumentalizado como herramienta de trabajo, bsicas para asegurar la calidad del resultado-
y a la vez la cualidad de tener un formato comu- diseo: interpretacin, anlisis, evaluacin, con-
nicable y, por tanto, continuable por otros. secuencia, explicacin y autorregulacin.
Al aplicar estos puntos a la utilizacin del dia- sea capaz de restituir eficazmente la realidad a
grama como elemento sintetizador del diseo, la que da respuesta, permitiendo un alto grado
se describen tres caractersticas que definen el de transparencia en todas las fases del proceso
proceso proyectual contemporneo: comunica- de diseo. Con estos resultados no slo se
ble, optimizable y evaluable. El diagrama con- busca detectar una nueva teora del diagrama
temporneo debe operar en torno a estos con- sino sentar las bases de una nueva metodologa
ceptos para convertirse en una herramienta que del diseo.
Referencias
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Abstract
Critical thinking is defined by form part of the engineers own improves the quality of his
Passmore (1967) as a process that design and problem-solving thought by using the structures
is both reflexive and imaginative, methodology, to be fundamental. inherent in the act of thinking and
essential aspects of the design Going still further, we provide submitting them to intellectual
process. This paper focuses on some notes on what we believe standards (Paul-Elder, 2003). CT
the use of critical thinking to could be a combined teaching has given rise to a multitude of
improve what we call graphic thin- method of CT applied to GT. thinking methods applied to diffe-
king. The second part discusses the rent fields of human activity that
The content is twofold. The first diagram as an instrument for dia- require a high systemisation in
part establishes a theoretical fra- logue - a monologue of the desig- their processes of reasoning,
mework around the concepts of ner with himself and a dialogue analysis and decision-taking. The
critical thinking and graphic thin- with a working group or with the model proposed by Paul-Elder,
king, in order to propose a client. as a medium, the dia- used extensively in teaching, is
method for teaching engineering gram has two functions: it is a summarised thus: Figure 1.
through the combination of both form of analytic and reflexive The critical thinking model pre-
concepts. The second deals with note-taking that summarises, but pared by Paul-Elder (2003) has
those concepts, which are applied it is also an instrument for thin- been adapted to the specific
to one of the basic tools within king, for synthesis and for pro- needs of teaching engineering and
the design process, the diagram, duction that creates (Bijlsma- published in 2006 as Engineering
analysing the contemporary way Deen-Garritzman, 1998). Or, Reasoning (Paul-Elder-
of designing. according to the Diccionario Niewoehner). This guide provides
Keywords: critical thinking, gra- Metpolis de Arquitectura a conceptual framework and
phic thinking, diagram, design. Avanzada (2001), The diagram method for analysing and evalua-
has two roles as a medium. It is a ting the thematic areas in the dis-
1. Introduction mode of note-taking (for analysis, cipline. A first approach to an
All thinking is difficult to separa- recognition and reflection) but it application of CT to the enginee-
te from its mode of expression is also a machine for action (gene- ring design process could be
and formulation. In order for an rating, synthesising and produ- given in the following terms:
object (intellectual, architectural, cing). Diagnosis and response.
industrial) to appear with quality it Map and route. The way in which - PURPOSE:
is necessary that the process that the engineer uses a diagram What is the proposal/objective
generated it be of quality too. sometimes favours the first of of this design?
Critical thinking (CT) and graphic these functions and sometimes - QUESTION:
thinking (GT) are methods that the second. More often, the dia- What process will satisfy the
belong to different fields but they gram is a practical solution that clients requirements?
share the process of systemising allows a complexity to be expres- - INFORMATION:
complex processes with the same sed simply in communication with What source of information is
end: the solving of problems with members of the work team, the reliable/relevant?
quality means and results. client or the general public. - CONCEPTS:
The first part of this article dis- This article concentrates on the What theoretical framework is
cusses the concepts of CT and GT diagram as a conceptual tool applicable to this problem?
as well as their most recent appli- through which things develop, - ASSUMPTIONS:
cations in the field of teaching eventually to re-appear transfor- What operational/contextual
design in engineering. In its med (Lootsma, 2002). In the last situations are assumed?
widest sense, engineering consists few years, the diagram has occu- - INFERENCES:
of developing heterogeneous pied an essential place in debates What is the possible range of
associations between separate ele- on architectural design. We can viable solutions?
ments (Chinchilla-Muniesa, 2005). use the most recent theories on - POINTS OF VIEW:
It is therefore essential to provide the use of diagrams to import What other persons/interests
the engineer with the conceptual them and adapt them to the engi- should be considered?
tools that allow him to handle neers design process. - IMPLICATIONS:
complex systems with confidence. Up to what point will the design
We therefore consider that tea- 2. Critical thinking influence its surroundings?
ching two methods of systemisa- Critical thinking (CT) is a way of
tion such as CT and GT, which can thinking in which the thinker
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3. Graphic thinking aling or making visible the design made without precision and
Graphic thinking (GT) is a con- process (Jaque, 2004). without the use of geometric ins-
cept created to designate thinking The drawings generated during truments) or a draft, defined by
assisted by drawing (Laseau, the design process are important the place it occupies in the creati-
1989). It is normally used to des- because they show what is being ve process (notes before carrying
cribe the reasoning that takes thought about a project, not only out an artistic work), the diagram
place within a design process. It what is being thought of it. In this is defined by its usefulness, that
is therefore a type of drawing sense, the drawing will be more for which it serves, so that it
that must be understood as a effective, more communicable, includes all techniques and allows
means for discovery and not as a the more transparent it is, that is, any place within the design pro-
form of artistic expression with the more information it offers on cess.
aesthetic purposes. GT is concer- the real process that has been The diagram is an abstract tech-
ned with process drawings in followed and the contextual con- nique. It works by reduction, abs-
which the graphical image and ditions that have given form to traction and representation.
thought are inter-related, forming the design. (Figure 2) Unlike a schematic, which is
a unit, so that one cannot be . synthesised to the maximum, the
understood without the other. 4. Critical thinking for graphic diagram contains all the informa-
The success of GT in the design thinking: method notes tion of the design process
process is due precisely to the Critical thinking basically featu- (Soriano, 2002).
constant flow of information bet- res the suspension of initial judg- IN THE PAST. Traditionally, the
ween the designers mind and the ment and the systematic use of diagram was an initial geometric
drawn image, a method especially research in the form of searching schematic.
stimulating for developing ideas for proof or information when sol- TODAY. The diagram is the
in the fields of architecture and ving a problem. Non-critical thin- expression of a procedure:
engineering. king involves the unthinking and Figure 4.
The designprocess immediate acceptance of informa- Is there any activity that can be
If we understand the design tion. The engineer who thinks cri- shown by stopping time? Yes.
process as a problem-solving pro- tically develops a judgment (of Is there any activity that can be
cess, we can use the five step the variables that identify the pro- projected on a stoppage in time?
model described by Laseau blem), carries out an evaluation No.
(1989): (of the possible answers) and arri- When projecting, it is necessary
ves at a conclusion. to generate open documents that
1. Definition of the problem: If we use the list of cognitive contain the time value. Therefore,
specifically identify the problem capacities of critical thinking from the diagram is not an instrument
and objectives. The Delphi Report (Facione, 1990) of representation. It is a design.
2. Development of alternatives: and we apply it to the stages that The diagram contains the design
explore possible solutions, form the design process (Laseau, and the result (Santacana, 2002).
develop alternatives. 1989), we arrive at a scheme of Importing the concept used by
3. Evaluation: examine the the intellectual capabilities that Chinchilla-Muniesa (2004), it can
various solutions according to must accompany the creative pro- be said that the diagram is an ins-
the criteria of the objectives. cess: Figure 3. trument of restitution, it restores
4. Choice: based on the results the design to which it refers, it
of the evaluation, choose the 5. The diagram replaces it in its entirety, it trans-
best solution (or the optimisa- diagram (from the Latin dia- lates or describes it. The diagram
tion of the chosen solution with gramma, from the Greek is a self-sufficient tool because it
aspects of the other alternati- , design). can contain all the complexity of
ves). A geometric drawing that serves the design. As Soriano (2002) sta-
5. Communication: the final to demonstrate a proposition, tes, a diagram today is architectu-
answer to the problem must be solve a problem or show graphi- re [engineering]. It is not a sche-
described (translated) in the for- cally the law of variation of a phe- matic, a simplification, a prepara-
mat that will be useful (conti- nomenon. 2. Drawing showing tory drawing that needs to be
nuable) for the next stage of the the relationships between the adapted to another language or to
project. various parts of an assembly or a specific discipline. It is an inte-
Communication in the design system. (Diccionario de la Lengua llectual mechanism and a final
process: Transparency Espaola. On-line edition. image of the architecture [engine-
The concept of transparency is www.rae.es, accessed 2007). ering]. The diagram is a direct
used here in the meaning of reve- Unlike a sketch, which is defi- connection between thought and
ned by its technique (a drawing undertaking. Its instrumental
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value lies in the fact that it resto- 7. Method analysis, evaluation, consequence,
res the design as well as the pro- a. The communicable diagram explanation and self-regulation.
cess that generates it. Traditionally, a division has been Applying these points to the use
made within the group of docu- of the diagram as a synthesising
6. The diagram: a classification ments in a design, differentiating element in design, three proper-
This specification has not consi- between process (working) docu- ties are described that define the
dered other defining variables ments and final (communication contemporary design process:
such as techniques, media or ins- or publishing) documents. Within communicable, optimisable and
truments, nor the disciplinary field the contemporary design process, evaluable. The contemporary dia-
of its application. the diagram breaks from the start gram must operate around these
with this working/presentation concepts to become a tool that
A. ACCORDING TO ITS CONNEC- diagram dichotomy. Today, the can effectively restore the reality
TION WITH THE DESIGN diagram can be instrumentalised to which the response is given,
A.1. SELF-SUFFICIENT as a working tool and at the same allowing a high degree of transpa-
These are expressions of self- time can have a communicable rency in all phases of the design
contained ideas, with a con- format, one which is continuable process. With these results, not
ceptual value to themselves, by others. (Figure 5). only is a new theory of the dia-
isolated from the design pro- b. The optimisable diagram gram sought but also the bases of
cess. The design process becomes a new design method.
A.2. INSTRUMENTAL understood as a process of increa-
These have meaning only as a sing its effectiveness to respond Figure 2. Plan, bus station,
specific part of a creative pro- to the various persons or interests Talavera de la Reina. S&Aa. (The
cess. that define the problem plan was generated using the
(Chinchilla-Muniesa, 2004). Thus entry and exit routes of the trans-
B. ACCORDING TO THEIR PREDO- the diagram opened at the start port flows.)
MINANT SUBJECT the process remains open, recei- Figure 4. Ben Van Berkel &
B.1. ASSOCIATIVE ving the changes applied to it, Caroline Bos, Moebius house,
Association of specific values with the development thus remai- 1995
that are usually cannot be ning recorded and legible in the Figure 5. Design for Valdebebas
related, or occupying the diagram itself. (Figure 6). forest park,
same common space. c.The evaluable diagram J lvarez-Builla, 2006.
B.2. CHRONOGRAPHIC Each diagram in the project COMMUNICABLE: the working CAD
These do not show estate in includes its own system of evalua- document itself serves as the final
time it but its development. tion, showing at all times the presentation document.
B.3. DESCRIPTIVE degree to which the clients requi- Figure 6. Telecommunications
Show a state, a position, a rements are satisfied and the tower in
specific and final situation. state of the project in each phase El Tur de la Rovira, Barcelona.
B.4. ARRANGEMENTS of the process. This is a form of Actar, Cecil Balmond (Ove Arup),
Arrangement in a composi- making the design process objec- 2001.
tion. No rules, but negotia- tive, universal and transparent. OPTIMISABLE: the diagram itself
tions. records the changes and modifica-
B.5. STRUCTURAL 8. Conclusions tions that were made during the
B.6. PROCEDURAL The study that we propose com- process, because these are
Show processes the rules of bines the methodological princi- directly affect it.
which can be adapted at each ples of critical thinking, widely
step to a new situation. These applied in teaching, with the
are open diagrams. aspects that define graphic thin-
B.7. OPERATIONAL king, in order to provide a syste-
Instructions that set lines of misation of the design process in
behaviour. engineering. The result takes the
B.8. SYNTHETIC form of a preliminary schematic of
a combined methodology that
C. ACCORDING TO THEIR FINAL could be used for engineering
PURPOSE when solving complex problems.
C.1. EXPLORATORY The method revolves around a
C.2. COMPILATION series of basic capabilities to
C.3. ANALYTIC ensure the quality of the
results/design: interpretation,
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Evaluate conditioners
EVALUATION
Evaluate arguments
Self-examination
SELF-REGULATION
Self-correction
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