Duyurular

Tasarım Doktora Programı

PROGRAM HAKKINDA

Türk Dil Kurumu "tasarım" sözcüğünün gündelik anlamını, 'zihinde canlandırılan biçim'; felsefe alanındaki anlamını, 'daha önce algılanmış olan bir nesne veya olayın sonradan ortaya çıkan kopyası' olarak tanımlarken, "tasarlama" yüklemini de 'bir nesnenin nasıl var edilebileceğini düşünmek, zihinde hazırlamak' olarak tanımlar.

Buradan hareketle söz konusu program, tasarım denen olgunun gerek doğasında, gerekse uygulamasında yatan temel sorunları araştırmak isteyen öğrenciler için tasarım ilkeleri üzerine oturan disiplinlerarası bir araştırma ortamı yaratmak amacını güder. Başka deyişle, gündelik bir tasarım anlayışından kaynaklanan geleneksel duyarlılıkları çağdaş gereksinimler ve teknolojiler ile birlikte geliştirmeyi ve ister salt düşün, ister salt uygulama yönlerinden olsun, ülkemizdeki olgularını yaygınlaştırmayı hedef alır.

Üstünkörü bir bakışla bile görülür ki, bugünün dünyasında tasarım düşünü ve uygulamasına ağırlık vermiş olan ülkeler, endüstri ve yüksek öğretim kurumları arasında sıkı bağlar kurup geliştirmek yoluyla ekonomik yönlerden güçlü ve yaşam düzeyi yüksek toplumlar yaratabilmişlerdir. Bu yönden bakıldığında, tasarım sürecinin eğitim düzeni içine önerilen düzeyde alınması ise, yaratıcı bir düşünce yapısının kazandırılmasına yönelik olmakla, ülkemiz için geleceğe yapılmış en verimli bir yatırım olarak görülmek gerekir. Hem görsel, hem işlevsel, hem de toplumsal beğeniye hitabeden bir uğraş içeren tasarım olgusunu yüzeysellikten arındıracak ve bu toplumun tüm katmanlarına ilişkin öz sorunlara yaratıcı çözümler ortaya koyacak temel araştırmaların ise ancak bir doktora programının getireceği özgünlük ve titizlikle yürütülmesi mümkündür.

Bu ilkesel yaklaşım gündelik yaşama indirgenecek olursa; sıkı rekabet koşulları içerisinde var olma ve kazanç elde etme çabası gösteren tüm irili ufaklı işletmeler, kendilerini zorlayan maliyetlerin getirebileceği yükleri ancak yenilikçi ve yaratıcı fikirlerden kaynaklanan ürün, hizmet, donatım ve yürütme biçimlerini devreye alarak ortaya koyacakları katma değer ile kaldırabileceklerdir. Böylesine fikir ve değerlerin ise kendiliğinden yaratılamayacağı ve ancak var olanın sorgulanıp birikimlere dayanan olası seçeneklerin geliştirilmesine bağlı olacağı açıktır. Daha da öte bunu yolu, alışılagelmiş bilimsel ve sistematik düşünce, iletişim ve kurgulama yoluyla değil, 'Tasarım'ın kendine özgü sorgulama, irdeleme, algılama ve oluşturma yöntemlerinin uygulanmasıdır. Önerilen program, öğrenci ve, dolayısıyla, müstakbel araştırıcılara işte bu ilke ve yöntemlerin aşılanmasına yöneltilmiştir. Bunların en başta gelenler alanları ise şöyle sıralanmıştır:

– Tasarım Fesefesi

– Tasarım Eğitimi

– Tasarım ürünlerinin sosyal sonuç ve teorileri

– Tasarım Yönetimi

– Tasarım Tarihi ve Eleştirisi

– Tasarım Yöntemleri

– Tasarım ve Teknoloji işbirliği

– Sunum / Yaratıcılık İşbirliği

– Ekolojik Tasarım

– Sürdürülebilirlik İçin Tasarım

– Mimarî Tasarım

– Çevreye Duyarlı Tasarım

– Kentiçi Tasarım

– Moda Tasarımı

– Ürün Tasarımı

– Endüstriyel Tasarım 

– İç Mekân Tasarımı

– Seramik, Cam ve Metal Tasarımı

– İletişim Tasarım

– Grafik Tasarım

 

ZORUNLU DERSLER

Ders Kodu Ders Adı Teori Uygulama Kredi AKTS
DSGN 601 Design Studio 2 4 4 4
DSGN 602 Advanced Research Techniques 3 0 3 4

 

SEÇMELİ DERSLER

Ders Kodu Ders Adı Teori Uygulama Kredi AKTS
DSGN 603 Getting Along on Planet Earth, Universal Design 4 6 7 10
DSGN 604 Environment and Man: Cause and Effect 3 0 3 3
DSGN 605 ]In search of Existential Self 3 0 3 3
DSGN 606 Design Thinking in Education 3 0 3 3
DSGN 607 Building Programming 2 0 2 3
DSGN 608 GIS applications: Project development 3 0 3 3
DSGN 609 City and Behavior, Everyday life, Politics and Space 3 0 3 3
DSGN 610 Housing, Reinvestment, and Household Behavior 3 0 3 3
DSGN 611 Development Agencies and Contemporary Changes in Regional Development Policy 3 0 3 3
DSGN 612 Design Talks 3 0 3 3
DSGN 613 Visual Semiotics 3 0 3 3
DSGN 616 Science Communication 3 0 3 3

 

DERS İÇERİKLERİ

DSGN 601  DESIGN STUDIO (2-4) 4
Design Studio challenges students to analyze, speculate, and forecast new design paradigms through the making of design artifacts in relation to the emerging collaborative consumption movement. It is designed to allow students to develop their individual skills, knowledge, and sensibility in design, and provides support for students to determine the direction of their own education through their personal choice of project. With long and short term projects which address real-life design situations and requires competence in solving design problems. Project work will be done both individually and in teams. Design studio will encourage students to develop a framework for understanding the role of design systems, tools, and objects as cultural artifacts and their reflection on social diversity. In particular, students will focus on the cultural experience of collaborative consumption as it is fostered through design.
DSGN 602 ADVANCED RESEARCH TECHNIQUES (3-0) 3
The Problem: where it lies; what be its 'parts'; how best describe it. Information: sources, modes, types and cost(s). Objectives: formulation and realization. Data: measures of location and dispersion; reliability and consistency; interpretation and inference. Data: frequency and other distributions. Probability: de-pendent and independent events; the random experiment, observation and variables. The design of experiments: population and sample; parameters and statistics; systematic sampling and sampling distributions; the sample variance and confidence intervals. The Hypothesis: formulation, tests, errors and levels of significance. Quantitative and qualitative methodologies.
DSGN 603 GETTING ALONG ON PLANET EARTH, UNIVERSAL DESIGN (4-6) 7
Perception of the environment; thermal regulation in the human body; mechanisms of thermal exchange with environment; essentials of climatic data; geometry of apparent solar movement; geometry of shade and shadow; air and its movements. Design optimization for new and existing buildings.
DSGN 604 ENVIRONMENT AND MAN: CAUSE AND EFFECT (3-0) 3
Environment, as Nature: What goes on there (the manifestations of physical, chemical and bio-genetic events and phenomena); why, how and when. Where it begins and where it ends. How its goings-on affect us; why. Who we actually are: A bio-entity. Our attributes and capabilities. How we get along with others; with Environment. How we maintain our physical and social existance: The concept and manifestations of "Shelter". The generation and attributes of the built environment: What makes us keep going (the urge to 'see over the hill'). How we and the world around us keeps changing and what to do about it: The need for "Information"; how to use it and where.
DSGN 605 IN SEARCH OF EXISTENTIAL SELF (3-0) 3
This course aims to search about the creative stage of one’s self development.  With the acceptance of creative act as an existential phenomenon, the course considers creative process as the genuine expression that has been actualized during one’s search of his/her existence. In this course, an artist’s existential being and his work will be analyzed to understand artists unique and authentic being and how one’s unique and authentic being had an effect on what he has done in return. To explore the search of existential self of an “unique, genuine, authentic”, work of art or a personality, main headings such as ;  “personality”, “being new”, “contextuality”, “spontaneousness”, “humanizing”, and “meaning (poetic realism) which have been developed from the existential concepts of existential thinkers, an artist’s  existential personality and creative act will be  discussed by looking at what she/he has done and said by means those headings.
DSGN 606 DESIGN THINKING IN EDUCATION (3-0) 3
It is possible that passionately in the power of ideas to change attitudes, lives and ultimately, the world. This course offers free knowledge and inspiration from the world's most inspired thinkers. The power of design thinking comes from practicing and gaining confidence in a variety of different types of thinking, which includes both mindsets and specific techniques that foster creative and critical thinking. In this course, it is aimed to discuss the benefits of design-thinking education such as; Ability and confidence to delve into unknown areas, interview effectively, uncover underlying needs, test hypotheses, Critical thinking, synthesis of information, Empathy, deep curiosity, persistence, Ability to question assumptions and think "outside the box", Understanding that collaboration can accomplish a great deal, openness to others' ideas, Ability to remain on task, discuss differing opinions with respect, share the workload, Brainstorming skills in writing, drawing, or three-dimensional building, Ability to shift one's thinking to a more playful, non-judging, idea-rich mode when needed, Openness, flexibility, ability to hold one's ideas loosely, "what-if" thinking, Action orientation, an open attitude, experience with a wide variety of tools and materials, a can-do attitude facilitating invention of ways to create prototypes, a pioneering attitude, A new approach to failure by viewing it as an invaluable information source rather than a personal affront, Active seeking and thorough evaluation of user feedback, reinvention or modification of thinking and/or design based on evaluation, Basic project-management skills: how to prioritize, sequence, and plan, how to assess progress and adjust, Ability to take risks and create ,Empowerment, motivation, and problem-solving skills
DSGN 607 BUILDING PROGRAMMING (3-0) 3
Setting the context for project domains: User concerns (bio-physiological, socio-psychological and bio-metric) and project concerns (identity, configuration and labeling). Events and/or activities (temporal as-pects, sequences and ranking); participants (as number, attributes and ranking). Conditional requirements of and conditions generated by events/activities. Response items, boundary conditions and dimensions required by events/activities. How all these come together: Generating a meaningful building program.
DSGN 608 GIS APPLICATIONS : PROJECT DEVELOPMENT (3-0) 3
GIS is an effective tool of spatial analyses and many government agencies and municipalities use GIS in planning activities and organizing their geographic data. Therefore, learning project development in GIS environment is essential for planners who deal with spatial data and data analyses.This course is a project-based course where students are expected to employ their GIS skills and knowledge to define, propose, design, and implement their own projects using GIS software. The course aims to develop students’ spatial thinking and problem definition by providing means of spatial data analysis.
DSGN 609 CITY AND BEHAVIOR, EVERYDAY LIFE, POLITICS AND SPACE (3-0) 3
This course provides advanced discussions on the everyday life and practices of urban inhabitants and the daily functioning of cities. It develops the consciousness of students on the importance of the practices of the inhabitants and everyday functioning of the city. It rovides a new approach toward urban spaces.The course introduces key theories on everyday life and power relations in the city. It explains the relation of everyday life with the emergence of different cultures; with art, literature and technologies. It presents primary methods of observation for everyday life It gives examples from daily practices of the urban inhabitant, which turns into strategies and tactics of living in the city. The course aims to make students discover the importance and potential of everyday life in cities. It presents city as a socio-spatial phenomena and urban space as a social product (Lefebvre, 1991) and discuss how daily practices, and urban cultures are major components of cities, and how they contribute to the production / (re)production of urban spaces. It also presents urban life and space as a major political arena, within which daily micro resistances as well as micro-politics are operated.
DSGN 610 HOUSING, REINVESTMENT, AND HOUSEHOLD BEHAVIOR (3-0) 3
Reinvestment in existing housing stock and urban environments is a necessity to prevent depreciation and to preserve housing and neighbourhood quality. Households are the main decision makers of reinvestment processes. Understanding reinvestment processes and household behaviour is a crucial issue for urban decision makers, planners, and interior architects. The course presents students an understanding of reinvestment decisions in housing and their macro level implications. Within this context; nature of housing, reinvestment as an economic decision, macro implications of household reinvestment behaviour, existing policy approaches to reinvestment processes, elements of households’ reinvestment decisions, and households’ reinvestment behaviour in the Turkish case are the topics covered in this course.The course aims to emphasize macro level implications of a micro level event – household reinvestment behaviour-, and significance of reinvestment processes for housing supply and maintenance policies.
DSGN 610 HOUSING, REINVESTMENT, AND HOUSEHOLD BEHAVIOR (3-0) 3
Reinvestment in existing housing stock and urban environments is a necessity to prevent depreciation and to preserve housing and neighbourhood quality. Households are the main decision makers of reinvestment processes. Understanding reinvestment processes and household behaviour is a crucial issue for urban decision makers, planners, and interior architects. The course presents students an understanding of reinvestment decisions in housing and their macro level implications. Within this context; nature of housing, reinvestment as an economic decision, macro implications of household reinvestment behaviour, existing policy approaches to reinvestment processes, elements of households’ reinvestment decisions, and households’ reinvestment behaviour in the Turkish case are the topics covered in this course.The course aims to emphasize macro level implications of a micro level event – household reinvestment behaviour-, and significance of reinvestment processes for housing supply and maintenance policies.
DSGN 611  DEVELOPMENT AGENCIES AND CONTEMPORARY CHANGES IN REGIONAL DEVELOPMENT POLICY (3-0) 3
This course is prepared to inform the students about the contemporary changes in regional development policy and newly established development agencies in Turkey. Development agencies become a major actor in the regional development of Turkey with their different development tools and policies. They are trying to develop their regions with both policy and financial tools. They have an important role in the participation of local actors in planning and regional development in Turkey. The course covers descriptive information about development agencies and regional development policy in European countries and mainly in Turkey. The role of development agencies in European countries and how regional development policy has changed since 1970s and with the EU membership are discussed. The recent developments in Turkey and the role of newly established development agencies in Turkey are also explained with the help of case studies both from the European countries and Turkey. The main objective of the course is to give information about regional development policy and development agencies. As important local actors, development agencies and their role in the development of their regions have become fundamental. Explaining the role of development agencies in the development of their regions is also the aim of the course. This aim is achieved by exploring the different case studies especially from European countries and Turkey.  One of development agencies important task is preparing regional plans for their regions. Therefore, planners need to be informed on the subject.
DSGN 612 DESIGN TALKS (3-0) 3
This course has been prepared to discuss about the latest understandings in Design world. Speakers from different fields of design the designers, architects, artists and critics actively influencing design discourse and production will talk about their design approaches to create this venture through a process of participatory innovation. We can only understand the future as a possibility.  But it is one that implicates designers deeply.  They are the makers, strategists, visualizers, dream weavers and communicators whose work is essential to envisioning the material and immaterial forms of a more humane world. The aim is to engage our students effectively and responsibly in a knowledge domain fraught with complexity and uncertainty.  Today, for art and design education, to enact new forms of knowledge, and directly engage with future-oriented forms of teaching, learning and practice is the most important issue.    The Talks offer insight into what drives creative output, criticism and the market.
DSGN 613 VISUAL SEMIOTICS (3-0) 3
Semiotic studies all cultural phenomena as if they were systems of signs- on the hypothesis that all cultural phenomena are, in reality , systems of signs , or that culture can be understood as communication-. More simply, semioticians study how meanings are made: as such, they are concerned not only with communication but also with the construction and maintenance of reality. By the probability of visual communication it offers, design becomes a subject for semiology. This lecture tries to treat and explain design by the concepts and definitions of semiology. The first part of the lecture is about general semiological approaches. In the second part,  the semiological approaches in the field of design; differentiating and overlapping features of natural and design languages will be discussed.