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The Dilemma Of Education In Participatory Design: The Marketplace Value Vs. Community Value

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

DEED Poster Session

Page Count

10

Page Numbers

9.1250.1 - 9.1250.10

Permanent URL

https://peer.asee.org/14010

Download Count

19

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Paper Authors

author page

Kun-jung Hsu

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1725

The Dilemma of Education in Participatory Design: The Marketplace Value vs. Community Value

Kun-Jung Hsu Department of Construction Technology Leader University, Taiwan.

Abstract

The concept of “participatory planning/design” has gradually become one of the main themes in professional design and social science. However, because behavioral patterns in space design are closely related to the values of the designers concerned, the pursuit and construction of a good place is a basic and normative proposition in the proceeding of planning and design. This paper explores the dilemma of education in participatory design and reveals the contradiction between marketplace values and community values in practice. Also, this paper utilizes the production possibility curve and the choice theory of demand side to analyze the concept, value judgment, decision-making, and constraints of planning/design behavior.

Introduction

The ideal of advocacy planning first proposed by Davidoff in the mid 1960’s. The professional planners and designers who support this view vow to make planning for the needs of the disadvantaged groups and persons their top priority. They jointly opposed urban redevelopment policy propelled by bulldozers, and advocated the development of participatory planning methods through democratic processes. The normative discourse proposes that public space planning and design be regarded as requiring direct public participation in the decision-making processes in formulating public space.

Environment-Behavior study (E-B study) adopts problem-oriented approaches that emphasize the need for interaction between design and research [6]. Following the development of E-B Study, the normative viewpoint of participatory planning and design has gradually become one of the main themes in professional design and social science [3, 7, 8]. The idea of participatory planning/design is deeply rooted in normative theory. Accompanying the traditions of occidental civil society, the participatory planning/design idea became one of the major principals of United Nations (UN), World Health Organization (WHO), and UN International Children’s Emergency Fund, (UNICEF), and has gradually become integrated with the ideal of Sustainable Development.

Participatory design is basically a kind of spatial co-production. Gittell (1980) has proposed co-production by a concept that is “related to the expansion of participation worthy of more extensive consideration” [4:255]. However, there is still a lack of theory how people choice numerous possible resolutions in participatory planning process. Therefore, the examination of the participatory behavior relationship between theory and practice of has become a key-issue in the education of design.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Hsu, K. (2004, June), The Dilemma Of Education In Participatory Design: The Marketplace Value Vs. Community Value Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/14010

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