‘How can I say this politely?’: Remodelling peer critiquing in design education and revealing compassionate critiques

Abstract

Peer critiques play a major role in the design learning process. However, due to vague boundaries and definitions of them, it is hard and yet significant to model peer critiques in the context of design education. This article aims to gain a greater understanding about dynamics, motivations and contents of peer critiques. As a result, a framework to categorize peer critiques in design education context is presented. Also, a new type of peer critiques is suggested as compassionate critiques, which are defined as statements that occur between hierarchically equivalent, emotionally matched individuals and contain a general appreciation and sensitivity without determinate judgements about the idea, project or process.