Metaphors in the Design Studio

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Abstract
The study of metaphor provides valuable insights into the workings of thought and understanding. This article addresses the important question of what the study of metaphor has to say about the design process and design teaching. We include the findings of a series of studies involving architectural design students who were asked to report on their own design experience and that of colleagues in the context of specific projects. Our conclusions are that (1) there is a close relationship between design and metaphor that provides insights into effective design education; (2) metaphor operates through privilege, directing concern and the identification of difference; and (3) design involves the generation of action within a collaborative environment in which there is the free play of enabling metaphors.

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