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Engineering design
Published in Riadh Habash, Green Engineering, 2017
The concept knowledge (C-K) theory is a design theory based on the distinction between concept and knowledge, as its name suggests. C-K is a cognitive theory that has been initially proposed by Hatchuel (1996) and developed by Hatchuel and Weil (1999). The C-K theory offers a formal framework that interprets existing design theories as special cases of a unified model of reasoning. The core idea of this framework is to separate concept and knowledge in two different spaces, and to keep in mind that the object of study never has invariant definitions and properties (Hatchuel et al. 2004). Since its introduction, the principles of C-K theory have been industrially applied several times in order to model and support industrial design processes (Hooge et al. 2012).
Break it down: comparing the effects of lecture- and module-style design for additive manufacturing educational interventions on student designers’ learning and creativity
Published in International Journal of Design Creativity and Innovation, 2023
Rohan Prabhu, Timothy W. Simpson, Scarlett R. Miller, Nicholas A. Meisel
The Concept-Knowledge theory (C-K theory) (Hatchuel & Weil, 2003; Hatchuel et al., 2004) posits that design could be represented as a co-evolution of the concept (C-) space and the knowledge (K-) space. While the C-space comprises new ideas or propositions, the K-space comprises existing knowledge or propositions. According to this theory, design is the process of the co-evolution of these two spaces, with each new concept leading to an exploration of the K-space, consequently highlighting the critical role of domain knowledge in the design process. Research also suggests the critical role of the learning and use of domain knowledge in creativity, especially in the knowledge preparation and concept validation stages (Amabile, 1996). Consequently, to advance the study of creativity in engineering design, it is important to understand how designers learn new domain knowledge and use this knowledge throughout the design process.
Causality and interpretation: a new design model inspired by the Aristotelian legacy
Published in Construction Management and Economics, 2022
Ergo Pikas, Lauri Koskela, Olli Seppänen
These theories and models address design creativity, complexity, iterations, communication, and social phenomena (Wynn and Clarkson 2018). For example, the C-K theory formalizes design creativity by modelling the movement between concept and knowledge spaces (Hatchuel and Weil 2003). The FBS model, the AD theory, PA, and the V-model address the complexity of designing by explicitly addressing design stages, activities, sequences, and iterations. The V-model and HCD explicitly specify design stages and activities related to the social aspects of designing (Forsberg et al.2005, Giacomin 2014).
We cannot play 20 questions with creativity and innovation and win: the necessity of practice-based integrative research
Published in International Journal of Design Creativity and Innovation, 2022
Integration of methods and phenomena could be driven by theory (Le Masson et al., 2013). Theory-based research is a good general research practice (Cash, 2018; Hatchuel et al., 2018; Reich et al., 1999). In one integration effort, we used C-K theory (Hatchuel & Weil, 2009), a design theory that explains the appearance of new objects, to analyze ASIT, TRIZ, and other related methods, hence providing a unified perspective that supports better understanding as well as insight about improving creativity methods (Reich et al., 2012).