An analysis of design hegemony and industrial design education: ideology, cultural hegemony and power in the design education

The aim of the paper is to examine the relationship between the design education and teaching found in many formal educational institutes and the unequal power and authority in modem society. These investigations have been critical to the dominant policies and practices of these institutions, the so-called design hegemony, which contains the ideologies of the political, economical, socio-cultural, and individual constraints towards design activities. However, the design hegemony is not concrete and tends to be on an abstract level. This study is seen as the beginning of the research that links the relations between ideology and design education. The main direction of the design education is geared towards creation rather than submission. During the schooling process, students and teachers must be aware of the proper attitude in using and manipulating their power; the elements of ideology all have significant influences on the design discipline, such as the administration, policy, curriculum, and instructional programme of design education. Future education on design in Taiwan should become more aware of the influences of ideology, particularly on the educational system. Also, conflicts and contradictions would generate a new look on the design concepts and eventually be applied to the design education.