Design Pedagogy in HfG, Schwäbisch-Gmünd

"Education is the passport to the future, for tomorrow belongs to those who prepare for it today." (Malcolm X, 1964)

Brief History

The roots of the university go back to 1776 when the first predecessor institution, a drawing school, was founded. In 1860, it was transformed into a royal college for the then important precious metal industry in Schwäbisch Gmünd. The influences of the Bauhaus and the Ulm School of Design (Hochschule für Gestaltung Ulm) are formative both in structure and orientation for the general teaching approach at the Schwäbisch Gmünd School of Design

In 1972, the "University of Applied Sciences for Design" (Fachhochschule für Gestaltung), today known as the School of Design (Hochschule für Gestaltung, or HfG), was established. Prof. Karl Dittert, as the founding rector, aligned both the name and the educational concept of the institution, which had previously been artistically oriented, with the design principles of the Ulm School of Design. In 2004, bachelor and master programs were introduced as part of the European Bologna Process, which also resulted in the transformation of the elective option "Media Design" in the visual communication program into the BA program "Interaction Design" in 2007. This was the first program of its kind in Germany. The emphasis on technological developments also led to the establishment of the fourth BA Program "Internet of Things -- Design of Networked Systems," which has now been renamed "Digital Product Development" since 2014.

Today, the university has around 750 students enrolled in five design programs located on a relatively small campus with five locations. The most notable location is the historical art nouveau building from 1909, which previously housed the royal drawing school. The university is the smallest in the federal state of Baden-Württemberg and exclusively offers design study programs. It admits approximately 230 students each year into its bachelor programs. These programs are primarily project-oriented and taught in small student groups of around 15 to 20 students per course.

Bauhaus, Ulm School of Design

The dynamism and creative power of HfG stem from maintaining a delicate balance between current scientific, social, and economic developments and the continuous tradition that underlies the university. This tradition is deeply influenced by the teaching methodologies of the Bauhaus and, in particular, the Ulm School of Design. The founders of the Bauhaus responded to a profound societal and cultural change brought about by industrialization, which transformed everyday lives on an unprecedented scale. They believed that in the pursuit of productivity, we had lost touch with art, humanity, and nature. The Bauhaus sought to rectify this by translating mere objects into artistic creations that fostered more human connections. They emphasized the interconnectedness of form and function, teaching that both aspects are integral to design.

After the atrocities of World War II, the founders of the Ulm School of Design (HfG Ulm) strongly believed that design, as a rational approach to problem-solving rather than solely artistic expression, was necessary to address the humanitarian, political, and factual devastations caused by the war. They recognized that design could have a positive impact on society. The Ulm School of Design, along with the Bauhaus, played a pivotal role in transferring methodologies from the sciences to design, introducing system thinking and emphasizing sustainability. Ulm represented a paradigm shift for design in Europe. Both institutions, especially Ulm, continue to influence the direction of design education in Schwäbisch Gmünd and reflect HfG's steadfast belief in the transformative power of education and the importance of preparing students for future challenges.

A century after the Bauhaus, industrialization has given way to digitization, profoundly impacting everyday lives. Design has moved beyond tangible objects to encompass intangible elements. It now encompasses not only the physical products we create and use but also their interfaces, logic, social implications, and societal impact. The ecological consequences of mass production remain a pressing concern, and design is now also involved in mass-producing emotions at an unprecedented scale. Design shapes digital experiences that reach millions of people, engaging and eliciting reactions. Manufacturing these experiences has a profound effect on society, offering vast opportunities to empower, connect, motivate, and enlighten. However, like all technologies, it can also have unintended consequences that create harm, isolation, fear, and doubt. Design now extends into behavioral science, as designers have the ability to influence these experiences and, therefore, society and humanity at a large scale.

Design as interconnected discipline

HfG holds a deep-rooted belief that design, as a discipline, encompasses scientific, social, and technical aspects and should actively contribute to shaping cultural, technical, and economic advancements in a responsible and sustainable manner. Unlike many other design schools, HfG intentionally diverges from placing excessive emphasis on artistic or artisanal prerequisites in the teaching of design fundamentals. Instead, all five study programs at HfG prioritize imparting scientific knowledge and fostering rational decision-making skills to justify design choices.

Systematic basic training

One of the defining characteristics of HfG is its intensive and interdisciplinary approach to fundamental training. This comprehensive training establishes the foundation for the following specific curricular model of the respective design programs, ensuring a consistent quality of design studies. During this phase, students are equipped with a reliable repertoire of methods, develop a sense of formal aesthetics, and learn various techniques. They delve into the principles governing surface and space, light and color, as well as time and movement. This systematic study of design fundamentals prepares students for future design challenges and aims to enhance their problem-solving competence.

The teaching concept at HfG is designed holistically, incorporating a combination of coherent teaching programs, self-determined learning, practical relevance, international orientation, and collaborations with other institutions and, when appropriate, companies. The aim is to foster curiosity, inquisitiveness, and methodical thinking among students while also strengthening their social and intercultural skills. HfG tries to encourage an open culture of discussion between students and lecturers, creating an atmosphere of intellectual exchange and exploration.

Following the initial three semesters of basic studies, students at HfG have the opportunity to work on projects aligned with their individual interests and passions. In addition to engaging in effective individual case studies, all teaching programs emphasize the development of solution-oriented principles to address identified problems. This approach showcases the model character of the projects and serves as a valuable demonstration for future design tasks.

HfG believes that critical-methodical thinking, theoretical backgrounds, and practical skills are interconnected and essential for the growth and development of well-rounded designers.

Teamwork

HfG places a strong emphasis on group projects rather than personal projects, with a focus on developing solutions through the identification and understanding of problems. The university prioritizes rational decision-making over artistic exploration, while maintaining a critical stance towards the influence of big tech and big money, striving to strike a balance between the utilization of technology and the ethical implications associated with it.

The pedagogic concept at HfG is rooted in the belief that design has the potential to improve human living conditions, regardless of the scale or scope of projects. This core belief drives the university's commitment to responsible and impactful design practices.

Rationality

HfG recognizes the significance of scientific principles in design. By integrating scientific, social, and technical aspects into the curriculum, HfG adopts a rational and systematic approach to design education. The university acknowledges that design is not solely an artistic endeavor but a discipline that requires a comprehensive understanding of underlying scientific foundations and technological concepts. Through the imparting of scientific knowledge and the promotion of rational decision-making, HfG aims to equip its students with the necessary tools to navigate the complexities of the design landscape.

Method-based critical thinking

The teaching concept at HfG is designed to foster intellectual curiosity, methodical thinking, and interdisciplinary collaboration. Students are encouraged to engage in critical discourse, explore different perspectives, and challenge established norms. The open culture of discussion with lecturers creates an environment that nurtures intellectual growth and encourages students to develop their own design philosophies.

Real-world-projects to address real-world problems

Through project-based learning, students at HfG gain hands-on experience in tackling real-world design challenges. The emphasis on identifying and understanding problems ensures that students develop a deep understanding of user needs and societal contexts. By focusing on solution-oriented design principles, students are empowered to create innovative and meaningful solutions that address the pressing issues of our time.

Interaction Design

One distinctive program at HfG is the discipline of Interaction Design. It positions itself at the intersection of design, psychology, mechanical engineering, and computer science. HfG recognizes that designing exceptional products requires not only a solid understanding of design principles but also the ability to effectively communicate with specialists from mechanical engineering and computer science. Consequently, the Interaction Design program provides students with insights into digital technology and programming, albeit only to the extent necessary for the design process.

The curriculum of the Interaction Design program encompasses a wide range of topics, including software interfaces, machine and device controls, internet applications, information systems, and the utilization of the latest technologies. The program goes beyond the realm of developing mobile apps, as interaction designers are needed wherever new digital technologies emerge. HfG acknowledges that technology alone does not guarantee a successful product. Instead, it emphasizes the importance of innovative ideas and coherent design in creating useful applications that are both easy and enjoyable to use. This user-centric approach is the overarching goal of the Interaction Design program.

Design contributing to society, pro technology

HfG's approach to education is rooted in its belief in the transformative power of design. The university recognizes the need for responsible and sustainable design practices that contribute positively to society. By instilling a critical stance towards the influence of big tech and big money, HfG encourages students to consider the ethical implications of their design decisions. The university strives to create designers who are conscious of the social, cultural, and environmental impact of their work, working towards bettering human living conditions in various domains.

Marc Guntow