Name: Tng Vn Tng Class: K44AP

Side Effects of Cooperation

Opportunities for Researcher and Designer Growth 1. Risk Taking : designer and researchers weigh knowing against risking under different conditions: Different professional norms, degrees of visibility, costs and rewards, and so on. a. Intradisciplinary : One person works within the discipline of the other. The member of the primary discipline retains responsibility for the outcome of the process and has final authority in making decisions. b. Interdisciplinary: Problems can be solved by dividing them into sub-problem so that team members from different disciplines can separately apply their own professional standards. These procedures rely for their success on how well participants construct links between two or more separate discipline. Responsibility for each part separate, but team members have joint responsibility for the quality of the links c. Transdisciplinary: Ones in which team members have joint decide what to do throughout a project. The criteria the team use neither wholly reflect any one discipline nor joint different disciplines. They are new procedures developed by team members who respect each others disciplinary norms, rewards, and sanctions and who are willing and able to reevaluate their own norms I on the light of the teams common goals. 2. Critical Testing a. Appropriateness: Intersubjective justifications assert that a group of people agrees with ones point of view: important designers, scientific peers, or the public. Such authorities maybe appropriate for judging how beautiful a group considers a design to be, for example, or how well it fits certain postmodern design beliefs. b. Testable designs presentation: The less testable hypotheses are, the less meaningful they are for researchers who want to solve a problem. If drawings, plans, and even buildings are presented in such a way that assertions can be empirically tested, knowledge and action can be improved. c. Reactions to test results: a reasonable degree of methodological tolerance helps maintain fresh ideas in a developing body of knowledge. Tests applied too harshly run the risk of nipping in the bud young ideas that with hindsight may prove to have been the beginning of important shoots. 3. Tacit and Explicit Knowing A. Explicit knowledge: a. Theories: a subject summarize past experience in a set of statements, using quality criteria to ensure that the statements are internally coherent, that they are explicitly transferable to other people that they can be connected to new experience by testing, and that form them one can design new testable statements about unknown experience.

b. Hypotheses: Explicit provisional suppositions or conjectures explaining empirical research serve as starting points for the further investigation and can made more or less tenable by this research. In other words, hypotheses, like theories, are explicit and testable guesses about the world. B. Tacit knowledge: Knowledge we use that we cannot make explicit, as when we recognize that somebody is angry or felling pity without being able to describe just what it is about the persons face that expresses the mod. a. Exemplars: Members of a group agree exhibit certain qualities common to a class of object, processes, or ideas. Students study exemplars to gain new knowledge to grasp the analogy between two or more distinct situation and thus assimilate a time-tested and group licensed way of seeing, learning to apply the analogy to new, similar situations when they rise. b. Models: for a subject are representations sometimes analytic, sometimes more poetic that imply that one can learn how the subject acts by treating the model as if it were the subject itself. Models express primarily tacit knowledge behave like tiny elastic billiard ball in random motion.