自由對話：設(shè)計(jì)教育家的“成長性心態(tài)”研究

文/ Peter Kwok Chor Chan （美國俄亥俄州立大學(xué)）

今天下午的時(shí)間還是比較長的，在座有多少是老師？其實(shí)我今天的演講主要是為了老師講的?？梢詥?？大家應(yīng)該不介意吧？

我今天所演講的內(nèi)容不是任何的模型、特定的框架，我只是想從一名設(shè)計(jì)教育者的角度講一講我對于成長型思維概念的理解。我之前從事設(shè)計(jì)師的工作有十多年，之后就開始做老師教設(shè)計(jì)有17年，是俄亥俄州立大學(xué)視覺傳達(dá)設(shè)計(jì)方向的教授。它是美國第三大的公立大學(xué)，擁有十八個(gè)學(xué)院，175個(gè)本科學(xué)位，有超過6萬多個(gè)學(xué)生。事實(shí)上，我今天的演講主要是和視覺傳達(dá)專業(yè)的老師分享，可能會稍微快一點(diǎn)。

設(shè)計(jì)學(xué)院是人文科學(xué)學(xué)院下面的一個(gè)非常小的學(xué)院。我們馬上在兩年以后就會慶祝我們學(xué)院成立五十周年。學(xué)院建立之初沿用了包豪斯模式,設(shè)有工業(yè)設(shè)計(jì)課程,然后有了視覺傳達(dá)和室內(nèi)設(shè)計(jì)專業(yè),同時(shí)設(shè)計(jì)研究、數(shù)字動(dòng)畫與交互方向設(shè)有mfa學(xué)位。在2012年，我們大學(xué)要求要進(jìn)行改變，從十周學(xué)季制變成了十五周學(xué)期制。所以我們就利用這個(gè)機(jī)會，開始審慎地調(diào)研各種新興的領(lǐng)域，比如先進(jìn)技術(shù)、可持續(xù)性、關(guān)鍵性全球經(jīng)濟(jì)問題和社會問題。全體教師緊密合作，設(shè)計(jì)了一套完整的反映了變化中和拓展中的視野的設(shè)計(jì)課程體系。

我們所有人都是團(tuán)隊(duì)中的一員，我們回到了學(xué)校的教學(xué)發(fā)展中心，在展開新的教學(xué)目的前，我們開始去學(xué)習(xí)怎樣設(shè)計(jì)課程，如何設(shè)置培養(yǎng)任務(wù)、培養(yǎng)目標(biāo)和課程目的。這個(gè)聽起來挺簡單、直接的，但是教了十幾二十年的課后，可能形成習(xí)慣了，很難改變或者刪除你之前的想法。

再看一下外面對于這個(gè)行業(yè)的影響和需求，對于我們教育的實(shí)踐者，該怎樣照顧到我們學(xué)生的未來。因此，我們從新的視角設(shè)置了新的培養(yǎng)目標(biāo)，包括六個(gè)方面：設(shè)計(jì)思維和設(shè)計(jì)實(shí)踐，如何實(shí)踐、分?jǐn)?shù)的設(shè)定、設(shè)計(jì)專業(yè)學(xué)生的內(nèi)涵和角色。我們定義了過去的我們，以及在接下來的教學(xué)中要融入哪些對未來的考量。

有四個(gè)重要的論點(diǎn)。它們是推動(dòng)者，把所有課程設(shè)計(jì)工作聯(lián)結(jié)在一起，從而最終成為一個(gè)全面的綜合的課程。在四年前，我們定義了這4個(gè)主題，它們分別是設(shè)計(jì)研究(我們希望拓寬對設(shè)計(jì)研究的指導(dǎo))；跨學(xué)科合作；對社會的可持續(xù)性和責(zé)任感；新興的技術(shù)。

我們結(jié)合所有課程，和各專業(yè)的同事一起，詳細(xì)制訂了培養(yǎng)目標(biāo)。試圖將培養(yǎng)目標(biāo)和學(xué)習(xí)目的保持一致，從第一年到最后的第四年。所有的課程都系統(tǒng)的、邏輯化的分布，無關(guān)乎誰是否喜歡這個(gè)課程，每個(gè)本科專業(yè)都有三個(gè)課程。順便說一下，研究生有單獨(dú)的培養(yǎng)目標(biāo),但今天不會提到。

我將重點(diǎn)介紹下視覺傳達(dá)設(shè)計(jì)，紫色高亮部分是主要的工作室。在上課的時(shí)候，我會介紹科技相關(guān)的內(nèi)容。我們有4節(jié)設(shè)計(jì)媒體課程，從第一堂介紹交互媒體的理論開始到最后介紹更高級的設(shè)計(jì)理論。由此可見我們課程的分布，第二部分是設(shè)計(jì)研究。在第二年我們引入設(shè)計(jì)研究，主要關(guān)于評價(jià)研究。之后學(xué)習(xí)通用研究和關(guān)于畢業(yè)設(shè)計(jì)的詳細(xì)研究。同時(shí)我們把三個(gè)專業(yè)的一年級新生集結(jié)在一起學(xué)習(xí)跨學(xué)科知識，指導(dǎo)他們做研究、做原型和概念開發(fā)。但愿這個(gè)過程能讓我們重新建設(shè)設(shè)計(jì)部門，這是一個(gè)新的項(xiàng)目考慮接下來四十年我們怎么繼續(xù)前進(jìn)？

從現(xiàn)在開始,以接下來四年為第一個(gè)周期，我們接下來應(yīng)該怎么做？我們希望能繼續(xù)做我們擅長的，并加以擴(kuò)展。我們希望能拓展設(shè)計(jì)輔修課程，讓更多的非設(shè)計(jì)專業(yè)的學(xué)生了解設(shè)計(jì)思維。我們剛剛招聘了一位設(shè)計(jì)教師來促進(jìn)產(chǎn)品生產(chǎn)，讓更多的學(xué)生知道數(shù)字化制作的故事敘述。而且，我們正在為新的信息設(shè)計(jì)和數(shù)據(jù)可視化尋求新的定位，能夠利用現(xiàn)在的這些新興的技術(shù)上產(chǎn)生的新的東西，可以把這些復(fù)雜的概念以及數(shù)據(jù)應(yīng)用到他們的設(shè)計(jì)當(dāng)中。

最后，我們想探索游戲設(shè)計(jì)。我們準(zhǔn)備把它納入現(xiàn)有課程的輔修課程中，從而可以將游戲設(shè)計(jì)應(yīng)用到交互媒體，在現(xiàn)實(shí)世界中開發(fā)視覺傳達(dá)產(chǎn)品。

為了讓設(shè)計(jì)在未來得到體現(xiàn)，所有的學(xué)生，以及包括我在內(nèi)的教師，需要利用新興科技帶來的產(chǎn)物，并將重點(diǎn)放在設(shè)計(jì)經(jīng)驗(yàn)的培養(yǎng)，而這些經(jīng)驗(yàn)往往是空間的和感知的；真實(shí)的和虛擬的。

這是最近的發(fā)表的一些文章，根據(jù)IDEO及其他公司的一些設(shè)計(jì)領(lǐng)導(dǎo)者的意見，指出未來有哪幾種設(shè)計(jì)的工作將會不斷的增長。文章認(rèn)為分別是虛擬交互設(shè)計(jì)師、特殊材料設(shè)計(jì)師、人工智能設(shè)計(jì)專家、后工業(yè)時(shí)代設(shè)計(jì)師、設(shè)計(jì)戰(zhàn)略師、組織機(jī)構(gòu)設(shè)計(jì)師、自由設(shè)計(jì)師。你也可以上網(wǎng)自己搜一下。同時(shí)也有5種工作會逐漸減少，其中包括用戶體驗(yàn)和視覺設(shè)計(jì)師。設(shè)計(jì)研究將融入設(shè)計(jì)師的常規(guī)實(shí)踐中，首席設(shè)計(jì)人員也可以成為公司群體中的一部分

看一下這個(gè)模型，它是由Cooper和Mike教授在英國做的，它顯示了設(shè)計(jì)師的多元性、品質(zhì)和背景。我們應(yīng)該成為一名經(jīng)得住檢驗(yàn)的人，做一些非常美好的東西，或者我們可以和可持續(xù)的企業(yè)進(jìn)行合作，參與企業(yè)戰(zhàn)略制定，創(chuàng)造知識，參與研究。但我認(rèn)為最重要的是參與其中。并且，以世界公民的角度思考互動(dòng)，保持積極的形態(tài)和開放的思維。從而知道發(fā)生了什么，而不僅僅是設(shè)計(jì)世界，包括外部的世界，我們要移情地理解設(shè)計(jì)是為了什么。

我最近跟一個(gè)三年級的學(xué)生在聊，他叫Peter Hollander，Peter設(shè)計(jì)了自己的項(xiàng)目。我們把它稱之為一種類型的設(shè)計(jì)，他對于虛擬現(xiàn)實(shí)這種新興的技術(shù)比較有興趣，他覺得大學(xué)給他的是一個(gè)學(xué)習(xí)環(huán)境，而為學(xué)位并不是他的頭等大事。而且他想要了解不同學(xué)科的知識，比如像心理學(xué)，計(jì)算機(jī)科學(xué)、劇場、游戲設(shè)計(jì)等等。

以教師的角色參與社會，對自己的期望是什么。他們希望我成為一名教師，一名所教領(lǐng)域的專家。他們希望我們挑戰(zhàn)他們，引導(dǎo)他們，讓他們有動(dòng)力，而且激勵(lì)他們，讓他們能夠共同協(xié)調(diào)并推動(dòng)這些學(xué)習(xí)的過程。這些學(xué)生還讓我考慮，作為教育者我們是不是應(yīng)該和學(xué)生一起來進(jìn)步。教學(xué)相長對我形成成長型思維模式非常重要。這是斯坦福心理學(xué)家建立的理論，他的課題叫做“自我的角色”。這是一個(gè)被接受且有趣的概念，我想了解更多，幫助我創(chuàng)造未來，定義技術(shù)轉(zhuǎn)型中的新意義。

最近我參加了為期兩年的100萬美元的項(xiàng)目，對人類技術(shù)間的局部合作展開研究。這是我第一次體驗(yàn)虛擬現(xiàn)實(shí)技術(shù)。除了體驗(yàn)，我們也會問一些問題，我們要研究這些藝術(shù)在技術(shù)上的影響，我們也是要跟大家分享一下我們學(xué)生的表達(dá)。我第一次感受到虛擬現(xiàn)實(shí)技術(shù)帶給我的興奮和震驚，我也為自己對新技術(shù)的復(fù)雜性和不熟悉感到汗顏。我試圖理解并弄懂這些新的體驗(yàn)。我一直在思考如何表述這種行為，如何重構(gòu)每一個(gè)場景和互動(dòng)。

我自己在對新事物的思考和嘗試中的進(jìn)一步成長，我開始在思維風(fēng)暴中尋找一個(gè)新的目的。這很容易解釋，就像冥想，你知道如何冥想但卻很難控制。當(dāng)我在虛擬現(xiàn)實(shí)中，我問我自己，我是否沉浸在我所做的事中？我是否從新的角度思考？

我開始咨詢其他學(xué)者來獲得靈感，成長型思維能影響我的思考和設(shè)計(jì)。而設(shè)計(jì)成果和設(shè)計(jì)思考的抽象觀點(diǎn)創(chuàng)造的可見的成果能促進(jìn)并揭露設(shè)計(jì)觀念模式的本質(zhì)。

有兩位在交互中心工作的實(shí)踐者，他們重新反思了設(shè)計(jì)思維。他們說，只有當(dāng)設(shè)計(jì)思維與設(shè)計(jì)實(shí)踐相結(jié)合，并且有強(qiáng)大的設(shè)計(jì)文化做支撐，設(shè)計(jì)思維才有價(jià)值。

Kamil Michlewski博士寫了一本關(guān)于設(shè)計(jì)態(tài)度的書,研究企業(yè)里設(shè)計(jì)師的態(tài)度對設(shè)計(jì)作品的影響。他關(guān)注設(shè)計(jì)師產(chǎn)生的文化，而不是產(chǎn)品或者創(chuàng)作的過程，認(rèn)為這種文化和態(tài)度會對企業(yè)產(chǎn)生影響。對產(chǎn)品有5種設(shè)計(jì)態(tài)度，如何迎接不確定性和未知；如何引發(fā)強(qiáng)烈的同理心；如何協(xié)調(diào)整體的感官；愉悅地將產(chǎn)品帶入生活；在復(fù)雜的形勢下創(chuàng)造新的意義。

上一次，我介紹了柳冠中教授，我沒有親眼見過他，但是我讀過他的很多文章，我也希望見到他。這不是翻譯，因?yàn)橹袊恼Z言是根據(jù)上下文進(jìn)行的，所以我把它稱之為一種轉(zhuǎn)述。上面有中文，英文是我的翻譯。如果設(shè)計(jì)師只是關(guān)注在技術(shù)上而沒有思考，他是不會留下一個(gè)好的遺產(chǎn)的，他自己也沒有辦法發(fā)展和形成一個(gè)好的未來。

所以他的設(shè)計(jì)理念激勵(lì)了我的這些想法。要關(guān)注在解決方案而不是功能上，要關(guān)注存在的問題而不是客觀事物，外部結(jié)構(gòu)而不是內(nèi)在，整體性而不是局部，過程而不是條件，關(guān)注理解而不是原因，推動(dòng)力而不是描述，讓設(shè)計(jì)師重視用戶的需求。

最后的兩點(diǎn)，也是非常的有意義。我也想要一邊讀一邊學(xué)習(xí)，這四個(gè)字是唐朝的一幅書法，你應(yīng)該要了解美德和智慧是什么，并且從當(dāng)中總結(jié)得到精髓。中國語言，中文實(shí)在是太美了，就四個(gè)字，當(dāng)中涵蓋的內(nèi)容非常之豐富。那么我們?nèi)绻堰@幾個(gè)字放到設(shè)計(jì)這個(gè)框架之下，它也有非常豐富的內(nèi)涵。

這個(gè)最新的一本出版的書叫做《設(shè)計(jì)你的生活》，是由兩個(gè)來自斯坦福大學(xué)的設(shè)計(jì)工程師，他們所寫的一本書。這個(gè)其實(shí)也是斯坦福最受歡迎的一門課，也就是《設(shè)計(jì)你的生活》。這個(gè)課程當(dāng)中使用到了一個(gè)和很多的非常優(yōu)秀的產(chǎn)品設(shè)計(jì)一樣的方法，來幫助所有上這些課的人塑造他們的生活。這個(gè)課程希望我們能夠重塑問題，去了解工藝和流程，并且參與到協(xié)作當(dāng)中，同時(shí)也要保持好奇心。

事實(shí)上，建立一個(gè)良好設(shè)計(jì)的模式就是從做自己開始，我們知道自己是誰，然后我們再去做實(shí)事，去做事情。我們在不同的經(jīng)驗(yàn)和體驗(yàn)當(dāng)中，不同的思維會使我們不斷的成長。這些新取得的東西又會反饋到我們身上，我們就會成為一個(gè)越來越成熟的設(shè)計(jì)師。所以在我不斷成長不斷發(fā)展的過程當(dāng)中，我又會建立起一個(gè)新的思維模式，新的想法。也就是說我的想法，我的不斷變化和進(jìn)化的想法，它也在塑造我自己?？赡芩茉斓膬?nèi)容就是我對很多含義的解讀，我的價(jià)值觀。而所有這些成長，它其實(shí)又會帶動(dòng)我的成長，帶動(dòng)到設(shè)計(jì)當(dāng)中。通過這個(gè)過程，我的思維方式也會不斷變化，它是不斷成長的變化。所以這是一個(gè)旅程而不是終點(diǎn)，這是一個(gè)過程而不是一個(gè)結(jié)果。我必須非常謙虛的跟大家說，我也有恐懼，而且我有的時(shí)候也為自己的無力感到難過。我希望和這個(gè)小女孩一樣，她知道怎么樣跟從自己的內(nèi)心去走。我希望能夠不斷地去改變我自己的觀點(diǎn)，能夠不斷地去更新自己的想法。

接下來我想給大家分享一個(gè)一分鐘長的視頻，有的時(shí)候我們想展望未來就必須要先回顧過去。這是25年前的一個(gè)場景。這是史蒂夫·喬布斯。

-視頻-

在這里要講到虛擬現(xiàn)實(shí)，虛擬現(xiàn)實(shí)25年前大家也沒有想到過這樣一個(gè)概念。再次感謝各位，很高興跟大家做這個(gè)分享。

The title I really want is not any model specific frame work, I just want to have a conversation to talk about my search for a growth mindset as an engaged design educator. I have been teaching design for 17 years, before I left my practice after working as a designer for over 10 years. I'm visual communication design professor at the Ohio State University, which is the third largest public University in the United States with over 60,000 students. We have 18 colleges and 175 undergraduate majors.

Actually I share this part of presentation for all visual communication design teachers, so I try to make it quicker.

So the department of design is really a small department at the culture of art in science and humanity. By 2018, it is going to be our 50 years old anniversary. When it first established, it was following the Bauhaus model with having industrial design program and then visual communication and interior design. We also have the MFA in design research and digital animation and interactive design.

In 2012, the university was required to change from 10-week quarter to 15-week semester. So the department of design embraced this opportunity to critically examine the emerging landscapes, such as advanced technologies, sustainability, the critical global economics, and social issues. So the faculty worked closely together to develop a holistic design curriculum that reflect the changing horizon and expanding horizon.

So we all as a part of member of community, we all went back to the university center for the advancement of teaching. So we learn how to design curriculum, how to look at our program mission, the program goal,the course goal before we set off our learning objective for each class.So this really sounds very straight forward. But after you talk the class for over 10 to 20 years, sometimes it is not easy to change or to combine all your classes being deletes.

But we look at the big picture,we look at the outside, what are the influence of the industrial, what are the influence from the petitioner,what do they require us to teach to educate our student. So this is the program goal we work together based on several vision exercises. The six candidate degrees here include design thinking and design doing，how they practice, what are the score, the context and role for being a design student. We define what we were in the past and what kind of future we want to incorporate to our teaching.

So, four critical topics. These topics are really drivers to bring all the course work design together,so that the final work will become a holistic comprehensive program. These 4 topics we identify at that time, 4 years ago, were design research (We want to expand our design research instruction.), interdisciplinary collaboration, social sustainability and responsibility and of course the emerging technologies.

So we work together to map our program goal, work together with the whole program and also with my colleagues for each major. So we try to align a program goal with the learning objectives. Through year 1 to the final year 4, everything is systemically and logically lay out so that it is not about whether I like this class or she like, she have this class. So the outcome is we develop three curriculums for undergraduate for each major. By the way, there is a separate program goal for a master degree program which I will not cover today.

So I am going to get a little bit in depth about the visual communication design. We have the purple highlight is all the major studios. Along with the student class, I want to introduce the technology, we have 4 design media class, from the first one introduces the concept of interaction media to the final one to more advanced design theory. So you can see how it lay out. And the second one is design research. And we introduce design research at the second year,about evaluative research. And then we introduce the generative research, and fine research relate to thesis projects. We also bring all the junior lever students together from all the three major to work on interdisciplinary knowledge and ask them to do research and do prototyping and concept development.Hopefully, this process allow us to re-establish the department of design, a new program that we need to disconstruct what we have for the 40 years and move forward.

So moving forward now, after 4 years, going to the first cycle,what we should do next? We hope keep doing what are doing good, but we want expand. We want expand design minor courses, to allow more nondesign students to learn about design thinking. We just hire a design faculty in moving emerge production,so that more students can learn about story telling about digital production. We are currently seeking an new position on information design and data visualization to leverage what currently an emerging technology have to offer exploring and expressing complex systems and concept data.

And finally we want to explore game design. It is minors, so we want to incorporate into our existing curriculum in minors, so that it can use game design into interactive media, what we develop long visual communication products in material space.

In order to practice design in the future, our design students,and also myself with the faculty,we need to leverage what currently about emerging technology has to offer, but we also need to focus on the cultivating our designing experiences, which are always spatial and sensual; physical and digital.

There's a recent article published about future jobs. What kind of job is going to grow based on design leaders from IDEO and other company? They said virtual interaction designers, special material designers, artificial intelligence design specialists,post-industrial designers, design strategists, organization designers and freelance designers. Of course,there are 5 jobs they said are going to slow down. You can always go on the line and check yourself. They said user experience and visual designer is going to slow down.Design research is going to integrate into the normal practice of the designers, and also chief design officers also can be intergroup part of a company.

Look at this model, developed by Professor cooper and Mike in England, which really shows the diverse, attribute and context sort of designers, and new designs can be involved.

We can be a proven person, make something beautiful, doing something,or we can engage in sustainable enterprise, dealing with business strategy, or we can create knowledge,and engage in research. But I think the most important thing for us is to really engage beyond making. And thinking an interact as a global citizen, with an active and open mind of us. So we can understand what's going on, not just within the design world, outside world, and empathic understanding what we need to design for.

I recently talked to a third year student. His name is Peter Hollander.He designed his own program. It is called one a kind of design program.He wanted to explore virtual reality,an emerging technology. He said he is an approaching the university as an environment to learn，a degree is not a priority to him. He wants to build knowledge based on course from different departments, such as psychology, computer science,theater, game design in English. They can write and create story, they can do programming, all those about it.

What kind of expectation for you,for engage society as an educator.

They told me they want me to be a teacher. They want me to be an expert of the subject that I' am teaching.But they want us to challenge them,to guide them, to inspire them, to motivate them，but also to help them to coordinate and facilitate the learning progress.

I learned that an educator should become a co-learner along with my students. An active and progressive integration of my teaching in learning is a very critical for to develop a growth mindset. This is a concept developed by a Stanford psychologist. His subject is called ‘Role of Myself’. It is an establishing and interesting concept that I would like to explore more,and help me to shape the future,and define the new meaning for the transformation of technology.

Recently I engaged in a fine project for 2 years with 1 million dollars to explore a topical collaboration for humane technologies. This is the first time I play with virtual and reality.We also ask questions, other than playing and doing we ask questions about if contexts of art performing enter knowledge. But during this process, to be honest, I'm so humble to share with you, especially my students. I'm very exciting, but also overwhelming as I experience in virtual reality for the first time.I feel very intimidated with the complexity. I struggled to comprehend and understand the new experience.I consistently think about how to interpret that action, how to reframe every situation and interaction.

So along with my growth in new thinking and doing, I try to search for a purpose, a purpose storm mindset. This is a very simple question. Just like a meditation.It's easy to know how to meditate,but hard to control.

When I move to the virtual reality, I ask myself am I fully immersed with the doing, am I thinking with new perspectives, how can I develop a growth mindset?

I start to seek for wisdom from other scholar to get new perspectives inspiration. A growth mindset molds my design thinking and design doings.The tangible outcomes come from doing and also the abstract concept from my thinking can foster and reveal the essence of a design mindset.

According to 2 practitioners worked in center interaction, the article on time to re-think design thinking they said, design thinking only has value when combined with design doing and supported by a strong design culture.

Kamil Michlewski is a PhD student. he published a book about his thesis on design attitude，explored the impact on design a designer have in organization. It also makes compelling things that looking as a type of culture designer produce, rather than looking at the product or the process they create,so hopefully that kind of culture and attitude will provide the impact for the organization. The 5 design attitude the product is how to embrace uncertainty and unknown,how to engage deep empathy, how to embrace the power of our sensors, and we need to playfully bring things to life and create new meaning from complexity.

Last time when I was here, I got introduced to Professor Liu Guanzhong, I haven't met him, but I have been reading his article. I really want to visit him. Now this is not the translation, because the magic of Chinese language depends on the contexts, I call the a phrasing of this comment on the recent interview on china and design.He said,(the Chinese is on the bottom), that's my interpretation. If designers only emphasize technical skill without thinking, he would not inspire and would not leave a legacy, he would not challenge the generations to come to innovate, to desire to be different and to shape the future.

His design philosophy has inspired the purpose for design mindset. emphasizing the solution rather than the function, issue rather than the object, external faction rather than the internal one, totality rather than the part, the process rather than the condition, comprehension rather than reasons, driving force rather than description. And also emphasize the designers’ understanding of user needs.

The last 2 aspects have so much meaning. I try to read it. I'm learning, it is beautiful, I try to find out the meaning, originally developed in Tang dynasty. It said allows the wisdom and intelligence and rise above, the obvious to remain impactful. Chinese language is very beautiful, 4 words can embody so much meaning. We put it into the context of design, it gives me a lot of inspiration.

The final aspect I want to share with you is a book recently published, called , by two industrial design engineers from Stanford University.They are teaching a class for designing your life. It's one of the most popular classes at Stanford University. They are using the same design thinking in approaches that is responsible for amazing technology for product design, for space design.They use it to help people to build the career and the life. They want us to be curious, to try thing, to reframe problems, to be aware of the process, to build support in participation and collaboration.

The model of building a welldesigned life is started being who we are. And we try out doing things, then we grow from different experience with thinking and doing and we will become ourselves, a new designer. So I'm evolved from a new bring, to new becoming. So this is a productive cycle of growth for my new mindset.

My evolving thoughts is when design thinking and design doing are supported by a purposefully framed mindset, value, relevance,and meaning will be compounded and nurture a new cycle of growth.

I 'm thinking this is process rather than outcome, this is a journey rather than destination,I need to admit my fear and my feeling of being vulnerable. I want to be like that little girl, know how to play for heartily. I want to experiment relentless. I want to consistently reframe my respective.

This video is one minute long and I want to share with you, looking into the future sometime, we need to look at the past also. This happen 25 years ago, and that is Steve jobs there.