‘ART EXPERIENCES’ AS DISRUPTIVE IMPULSE, AND MENTORING FOR NEW DESIGN ENGINEERING EDUCATION STRATEGIES

This research study questions the significance of understanding what it means to create the change by design in context of today’s knowledge and self-management, and also to advanced design engineering education. Needless to say, holistic, sustainable and humanity-centred education begins as early on at preschool. In the future, a central interest of ‘good design’ is to ensure that the planet ‘profits,’ by utilising a variety of ‘art of languages’ in an interlinked way: The synergy of an art pedagogical + design didactical approach in schools and at universities, not only manifests collaborative designing across the generations; it is also giving rise to a revaluation of fine arts and the multi-level benefit of art and design, e.g., core factor in supporting self-belief as training element of mentoring culture, which supports Initial Teacher Education (ITE) systems of design teachers, which calls for you to trust your intuition to develop an excellent ‘personal intelligence.’ To train the trainer with embodiment, will focus on three key factors: - teaching various design methods, - developing the fundamental self and knowledge management of individual and digital systems, - including (cross)cultural education. The ‘trainer’ and her/his concept of leadership count. Design didactic knowledge and ‘motivation to act-instruments,’ these experiences, are part of the best students’ education for next design engineering mentor.