Hindistan'da Tasarım Eğitiminin Temelleri

Özet (abstract)

This article explores the evolution of design education in India, tracing its journey from trade to teaching. Historically, India was a global center of land and maritime trade, exporting textiles, metalwork, pottery, and other design-rich commodities via ancient routes like the Silk Road and the Indian Ocean trade networks. These exchanges fostered deeply embedded systems of design knowledge, shaped by artisan guilds (Shrenis), the Guru-Shishya Parampara, and codified treatises such as the Shilpa Shastras and the Arthashastra. Design in India encompassed not only material function but also philosophical depth and cultural symbolism. Indigenous pedagogies emphasized holistic, practice-based learning rooted in community, spirituality, and regional identity. With the advent of colonial rule, India’s traditional art and craft systems encountered Western academic frameworks, leading to the institutionalization of design education through art schools in Calcutta, Bombay, and Madras. This marked a shift in both content and method. Postindependence, the establishment of the National Institute of Design (NID), recommended by the India Report, reoriented design education toward contextual relevance while incorporating global studio-based models. The study incorporates insights from a survey of Indian design educators, offering perspectives on how historical, philosophical, and cultural foundations are being integrated into current curricula. The findings highlight the evolving balance between traditional knowledge and contemporary methodologies such as human-centered and interdisciplinary design. The article proposes a culturally grounded, contextually responsive, and globally informed model for the future of design education in India.

Yazarların özeti; kaynağından alınmıştır. The International Journal of Design Education, 2026 · DOI ↗