Individual learning styles and design performance in the metaphorical reasoning process

Abstract

Metaphor plays a key role in design practice. By framing problems in particular ways, metaphors not only impose structure on a design, but also determine the interpretations that can be made and approaches that can be taken. With the metaphorical reasoning process also it requires a wide range of skills essential for design, metaphors are suggested as a key area for investigating competencies that students may lack and therefore, as a means of helping instructors direct support for individuals in the design studio. Kolb's experiential learning theory, and the notion of learning styles, is proposed as a means of exploring the role of these competencies in different phases of metaphorical reasoning and for different kinds of individual learning tendencies. These relationships are then stated as hypotheses to be used in further investigations. Finally, recommendations for design education are suggested.