Reflections on the introduction of parametric thinking into design education

Abstract

This paper aims to investigate the specifics of parameterization and its role in design education, considering new educational approaches. The methodology included literature review and a research for case studies that apply parametric processes in education, including national and international scenario. Based on the literature review, both contemporary design education and the skills for parametric design emphasize the design studio as a place to stimulate research and collaboration. Thus, design education must change from the conventional simulation of professional praxis, with focus on the product, to encourage experimental practices that focus on the process. As a challenge, in addition to training in specific software, a new understanding of design must consider the systemic approach, where the definition of relations and interactions between parts affects the generation of the final product. The control of design and production, through association of parametric tools and manufacturing equipment, approaches the stages of design and construction, and enhances the importance of physical models. However, complexity increases with the advent of new skills that go beyond the expertise of a single discipline.