Design inquiry is a powerful tool for understanding and shaping the world around us. As Nelson and Stolterman (2014) suggest, design inquiry is not just about crafting solutions but also about creating three distinct types of knowledge: knowledge of what is true, knowledge of what is real, and knowledge of what is ideal. These pillars are integral to understanding how we approach problems, how we innovate, and how we develop educational systems that respond to the complexities of learning.
1. Knowledge of What is True: Grounded in Evidence
The knowledge of what is true represents objective reality—facts that have been tested and proven through observation, research, and empirical evidence. In the context of learning and education, this type of knowledge serves as the foundation for designing effective educational systems. It helps us understand the mechanisms of how learning happens.
For instance, research in cognitive science reveals that learning is not a passive activity but an active process in which the brain forms new connections based on experience. Knowing the truth about how the brain processes information allows educators and designers to create more effective learning environments, tools, and curricula that are aligned with how humans actually learn. This also means applying scientifically proven strategies, such as spaced repetition, active recall, and formative feedback, to maximize educational outcomes.
In education, a solid understanding of what is true can help dispel myths or outdated practices, such as the idea that intelligence is fixed or that learning is a linear process. Acknowledging these truths allows for the creation of more inclusive and flexible learning systems, accessible to a broader range of learners.
2. Knowledge of What is Real: Understanding the Present Context
While knowledge of what is true is grounded in universal principles, knowledge of what is real refers to the specific context in which we are operating. This involves an understanding of the current educational landscape, the challenges faced by students and teachers, the technological tools available, and the societal values that shape learning.
In practice, knowledge of what is real requires educators and designers to engage with the lived experiences of students and stakeholders. It calls for an understanding of the barriers to education, such as social inequities, financial limitations, and the diversity of learning needs. For example, students in rural or underprivileged areas may face challenges such as limited access to technology, lack of infrastructure, or fewer learning resources.
Design inquiry in this space involves asking questions like: What is the current state of our education system? What are the real obstacles that learners face? What gaps exist in terms of accessibility or effectiveness?
Once these questions are answered, the design process can address these real-world conditions, crafting learning systems that are relevant and adaptive to the realities of today’s educational contexts. This may involve creating flexible learning models, hybrid classrooms, or leveraging low-tech solutions in areas with limited access to technology.
3. Knowledge of What is Ideal: Aspiring to a Better Future
The third pillar of design inquiry, knowledge of what is ideal, represents the aspirational vision of what education can and should be. This is where creativity, innovation, and imagination come into play. It’s about envisioning educational systems that not only meet the needs of today but also anticipate the demands of tomorrow. What would an ideal educational system look like?
In the context of learning, the ideal might be a system where every student, regardless of background, has access to a personalized, engaging, and transformative education. It’s a system where learning is not only about acquiring knowledge but about developing critical thinking, creativity, collaboration, and empathy.
For example, an ideal learning environment might be one where technology is seamlessly integrated into classrooms, enabling personalized learning experiences and global collaboration. It’s a place where teachers are not just disseminators of information, but facilitators of inquiry, guiding students in their own discovery and fostering a love for lifelong learning.
However, while ideal knowledge is forward-thinking and visionary, it must be balanced with knowledge of what is true and real. The challenge lies in translating ideal aspirations into actionable, feasible solutions that are grounded in the context of current realities.
Bridging the Gap Between What Is True, Real, and Ideal in Education
These three types of knowledge—what is true, what is real, and what is ideal—are interconnected. Design theorists argue that the goal of design inquiry is not to simply explore one of these realms in isolation but to integrate them. The designer must balance scientific truths, real-world contexts, and idealistic visions to create solutions that are not only innovative but also effective and sustainable.
In education, this approach can lead to more nuanced, human-centered solutions that address both the complexities of learning and the diversity of learners. It allows us to move beyond the confines of traditional models and toward a future where learning is more personalized, inclusive, and adaptive to the needs of all students.
As educators and learning designers, we must ask ourselves: What is true about how people learn? What is real about the challenges students face in today’s classrooms? And how can we work towards an ideal educational future where every learner has the opportunity to thrive?
By answering these questions through design inquiry, we can develop educational systems that are not only effective today but are prepared to meet the evolving needs of learners in the future.