Desarrollar la inteligencia creativa en disenõ repensar la semiótica

Abstract

Semiotics is a field of study that offers useful tools for design practices, and it is a valuable resource in teaching design. However, semiotics is commonly seen, by design students and faculties, as an obscure research field, full of theories, meta-thinking, and strange terminology; a field that has little relation with their careers and everyday lives. Nevertheless, this perception about semiotics arises from the way it is taught. In this article I propose a pedagogical model for teaching semiotics that would help design students acquire, practice and develop their creative intelligence, and, as a result, to make them more skilled producing successful object/signs, in communicative terms, for the ideal users they intend to. Creative intelligence is a type of intelligence that requires skillful and reasoned thought about sign production and the appraisal of its interpretation. Here I propose how what we tend to label as intuition-the seamless ability of create subjects to resolve artistic and functional issuescan be potentiated and reflected upon, thanks to the tools that semiotics offer.