If related to the contemporary context, productive thinking, understood as “project-capable thinking”, is subject of a growing interest from different areas of knowledge, declining itself in multiple applications, managed by a generalist user, not necessarily professionalized. This way of thinking produces effects that at first glance seem to help the practitioners to shape a vision that would not be communicable or memorable otherwise. However, in the design process, design-driven methods are based on a more structured approach: instead of acting directly on reality, they practice an observation on it, with the aim of creating a reference model on which to elaborate a thought that generates innovation. To understand this reflection it has been useful to outline a mapping of the contemporary design areas, highlighting different socio-technical scenarios, divided into models focused on the role of the machine, intended as the use of algorithms, neural networks, communication and interactive systems, and participatory models, focused on the human being and the territory. This contribution aims to highlight the role of the design process and the designer’s way of thinking (productive thinking) – which is the subject of a complex historical-critical evolution – in the development of products, processes and paradigms that bring innovation into the knowledge society. In this scenario, the organizational learning becomes a strategic component, intended as a system of social aggregation that produces goods, services, relationships and knowledge through the contribution of the individual and the community. Therefore, productive thinking proves to be a wider approach which is useful to develop shared knowledge generation processes and new digital relationships that transform organizations into learning organizations.

Se rapportato al contesto contemporaneo, il productive thinking, inteso come “pensiero progettante”, è oggetto di un crescente interesse da parte di diversi settori della conoscenza, declinandosi in molteplici applicazioni, gestite anche da un’utenza generalista, non necessariamente professionalizzata. Questa forma di pensiero produce effetti che, a una prima lettura, sembrano aiutare il soggetto praticante a materializzare una visione che altrimenti non sarebbe comunicabile, né memorizzabile. Tuttavia, nel processo progettuale, i metodi design-driven si basano su un approccio più strutturato: anziché agire direttamente sulla realtà, praticano un’osservazione su di essa, con l’obiettivo di creare un modello di riferimento sul quale elaborare un pensiero che generi innovazione. Per comprendere questa riflessione è stato utile delineare una mappatura degli ambiti contemporanei del progetto, mettendo in luce diversi scenari socio-tecnici, contrapposti in modelli incentrati sul ruolo della macchina, intesa come uso di algoritmi, reti neurali, sistemi comunicativi e interattivi, e modelli partecipativi, incentrati sull’uomo e il territorio. Questo contributo ha come obiettivo evidenziare il ruolo che il processo progettuale e il modo di pensare del progettista (productive thinking), oggetto di una complessa evoluzione storico-critica, rivestono nello sviluppo di prodotti, processi e paradigmi che portino innovazione nella knowledge society. In questo scenario, diventa strategica la componente di organizational learning, inteso come sistema di aggregazione sociale che produce beni, servizi, relazioni e conoscenze attraverso il contributo del singolo e della collettività. Il productive thinking si dimostra, quindi, un approccio più ampio utile a sviluppare processi condivisi di generazione della conoscenza e nuove relazioni digitali che trasformano le organizzazioni in learning organizations, organizzazioni apprenditive.

Thinking as a designer Productive Thinking in contemporary Knowledge Innovation System

Flaviano Celaschi;Valentina De Matteo;Elena Formia;Michele Zannoni
2020

Abstract

If related to the contemporary context, productive thinking, understood as “project-capable thinking”, is subject of a growing interest from different areas of knowledge, declining itself in multiple applications, managed by a generalist user, not necessarily professionalized. This way of thinking produces effects that at first glance seem to help the practitioners to shape a vision that would not be communicable or memorable otherwise. However, in the design process, design-driven methods are based on a more structured approach: instead of acting directly on reality, they practice an observation on it, with the aim of creating a reference model on which to elaborate a thought that generates innovation. To understand this reflection it has been useful to outline a mapping of the contemporary design areas, highlighting different socio-technical scenarios, divided into models focused on the role of the machine, intended as the use of algorithms, neural networks, communication and interactive systems, and participatory models, focused on the human being and the territory. This contribution aims to highlight the role of the design process and the designer’s way of thinking (productive thinking) – which is the subject of a complex historical-critical evolution – in the development of products, processes and paradigms that bring innovation into the knowledge society. In this scenario, the organizational learning becomes a strategic component, intended as a system of social aggregation that produces goods, services, relationships and knowledge through the contribution of the individual and the community. Therefore, productive thinking proves to be a wider approach which is useful to develop shared knowledge generation processes and new digital relationships that transform organizations into learning organizations.
2020
Flaviano Celaschi, Valentina De Matteo, Elena Formia, Michele Zannoni
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/793315
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