| Abstract |
| This study is conducted to explore the discussion of the human`s consequential judgment depends on the culture based on the previous studies on the difference of recognition and thinking process between east and west. Furthermore, it will promote the importance of the Eastern value of thinking and define the identity of a new design education. This study concludes firstly that there are considerable differences in people`s way of thinking between the east and west as scientifically proven by the previous studies and Asians are more accustomed to a contextual and comprehensive way of thinking. Secondly, the previous studies that identified the possibility of multi-cultural recognition show that stimulating learners from multi-cultural backgrounds in either the eastern or western way of thinking was proven to be a more effective approach to education. Such methods cast a new light on the more goal-oriented design education. Thirdly, the result of the studies based on the analysis of the previous studies revealed that people look at things and react to them differently depending on their cultural background. These results support the need of educational methods and environments in response to the nature of their recognition and thinking, and a variety of educational contents that are in line with learners` ways of thinking are essential when it comes to an education model in the field of design. Fourthly, the consequential inference process that can be found in the eastern way of thinking tends to solidify the relationship among design elements in the design process. Thus, the educational contents should be created to develop such skills more effectively for learners with the eastern way of thinking. |
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| Key Words |
| 디자인 교육, 교육의 정체성, 사고 구조, 인지 심리, design education, identity of education, thinking process, recognition psychology |
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