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Educating the design stance: issues of coherence and transgression
Norman H Freeman1, Melissa L Allen
1University of Bristol & Lancaster University, School of Experimental Psychology, University of Bristol, Bristol BS8 1TU, United Kingdom. n.freeman@bris.ac.uk
The Behavioral and Brain Sciences
|March 20, 2013
Summary
Bullot & Reber’s (B&R) theory for visual thinking needs refinement. Incorporating transgression and coherence from art education can stabilize their design stance on picture understanding.
Area of Science:
- Cognitive Science
- Art History
- Art Education
Background:
- Bullot & Reber (B&R) proposed a unified theory of visual thinking.
- Their stance integrates psychological and art historical perspectives.
- The theory requires further development for robust application.
Purpose of the Study:
- To critically evaluate and refine the B&R design stance on visual thinking.
- To identify foundational elements for enhancing the theory's stability.
- To explore the role of art education in understanding visual cognition.
Main Methods:
- Conceptual analysis of the B&R theory.
- Comparative review of psychological and art historical accounts of visual thinking.
- Examination of principles from Art Education.
Main Results:
- The B&R theory requires additional components for stability.
- Transgression and coherence are identified as crucial elements.
- Art Education offers fundamental principles for picture understanding.
Conclusions:
- The proposed fusion of psychological and art historical accounts needs refinement.
- Integrating concepts of transgression and coherence can strengthen the design stance.
- Art Education provides essential frameworks for a comprehensive theory of visual understanding.
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