This paper discusses the fundamental pedagogical objectives and methodologies that were employed
in a graduate level interior design studio to expand the boundaries of applicability of the profession
and to encourage multi-dimensional design strategies. As science and technology continue to accelerate
and to change our society, design has become the primary mediator in the implementation of these
changes in our daily lives. The role of designer has changed from primary form generator to interpreter
of the new, emerging reality which is informed by science and technology. As a consequence, designers
have begun to assume a prominent role in society as the intermediaries of the need of contemporary
culture for synthesis. The change in the pedagogical objectives of design disciplinary studies is
inescapable and must respond to the evolving role of the designers. The current study explores this
evolution and provides a platform for illustrating an integrated, interdisciplinary approach to design
education where science plays a dominant role.
Meslek uygulama sinirini genisletmek ve cok yonlu tasarim stratejisi gelistirmek icin bu makale mastir
seviyesinde olan ic mekan tasarim sutudyosunda uygulanan temel ogeli pedagojik amaclari ve metodlari
tartisir. Sosyal yapi hizla ilerleyen bilim ve teknolojiye bagimli olan bir degisim icindedir. Bu
degisimlerin sosyal dokuya uygulanmasinda tasarim onemli bir yer tutmaktadir. Tasarimcilarin rolu
sekil uretmenin otesine gitmis , bilim ve teknolojinin dogusturdugu gercekleri tercume eden bir araci
rolune donusmustur. Buna bagli olarak, tasarimcilar toplumda dahada onem kazanmis ve cagdas kulturun
sentezini yapan aracilar haline gelmislerdir. Tasarim egitimi ve calismalari pedagojik amaclarini
bu degisime cevap vermek amaci ile degisime sokmak zorundadir. Bu calisma tasarimcilarin degisken
rolunu incelerken, tasarim ve bilimin birlikteligine oncelik taniyan karma disiplinli egitimi vurgular.
