The critique in design education is founded on philosophical traditions that have remained embedded in pedagogical practices as a mode for assessing and developing students' ability to communicate processes and ideas. Research, however, indicates that the traditional critique may not always be effective at aligning with or supporting contemporary learning and professional practice. As a discipline, interior design is inherently related to and reliant on interpersonal relationships, collaboration, communication, and empathy, all of which require cognitive skills along with inclusion of the affective domain. While the term “affect” is typically associated with emotional reaction in absence of reason, as a taxonomy of learning it involves social and emotional development through levels of “receiving,” “responding,” “valuing,” “organizing,” and “characterizing.” Building on research related to design critiques and diverse disciplinary perspectives on peer review, we investigated the affective domain of learning as a framework to reconceive critique pedagogies and practices in a fourth-year (40 students) and a first-year (35 students) interior design studio. As a generative and constructive process to engender dynamic conversation as well as active engagement, results revealed enhanced and effective learning outcomes as well as higher levels of skills and attributes essential for active, critical, and engaged professionals. The process also exposed implications for future research and exploration.

中文翻译：

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通过有效的同伴参与进行有效的批评

对设计教育的批判建立在哲学传统的基础上，这些哲学传统一直植根于教学实践中，作为评估和培养学生交流过程和想法的能力的一种模式。然而，研究表明，传统的批评可能并不总是有效地与当代学习和专业实践保持一致或支持。作为一门学科，室内设计与人际关系、协作、沟通和同理心有着内在的联系和依赖，所有这些都需要认知技能以及情感领域的包容。虽然术语“影响”通常与缺乏理性的情绪反应相关联，但作为学习的分类法，它涉及通过“接收”、“反应”、“评价”、“组织”和 ”和“表征”。基于与设计批评和同行评审的不同学科观点相关的研究，我们调查了学习的情感领域，作为重新构思四年级（40 名学生）和一年级（35 名学生）室内批评教学法和实践的框架设计工作室。作为产生动态对话和积极参与的生成性和建设性过程，结果显示了增强和有效的学习成果，以及对积极、批判和敬业的专业人士必不可少的更高水平的技能和属性。该过程还揭示了对未来研究和探索的影响。我们在四年级（40 名学生）和一年级（35 名学生）室内设计工作室调查了学习的情感领域作为重新构思批评教学法和实践的框架。作为产生动态对话和积极参与的生成性和建设性过程，结果显示了增强和有效的学习成果，以及对积极、批判和敬业的专业人士必不可少的更高水平的技能和属性。该过程还揭示了对未来研究和探索的影响。我们在四年级（40 名学生）和一年级（35 名学生）室内设计工作室调查了学习的情感领域作为重新构思批评教学法和实践的框架。作为产生动态对话和积极参与的生成性和建设性过程，结果显示了增强和有效的学习成果，以及对积极、批判和敬业的专业人士必不可少的更高水平的技能和属性。该过程还揭示了对未来研究和探索的影响。结果表明，学习成果得到增强和有效，以及对积极、批判和敬业的专业人士而言必不可少的更高水平的技能和属性。该过程还揭示了对未来研究和探索的影响。结果表明，学习成果得到增强和有效，以及对积极、批判和敬业的专业人士而言必不可少的更高水平的技能和属性。该过程还揭示了对未来研究和探索的影响。