Developmental trajectories in design thinking: an examination of criteria

Using Perry's scheme of intellectual development, beginning and intermediate design students were assessed using the Measure of Intellectual Development (MID) and the Measure of Designing (MOD). Findings empirically support Perry positions and relate thought development to class standing and studio performance. Dualistic thinkers employed fewer criteria and displayed a limited understanding of criteria compared to multiplistic thinkers. Dualistic thinkers viewed criteria as either foreclosing the design process or prescribing a linear approach whereas multiplistic thinkers employed criteria integratively. Overall, advanced thinking skills appear necessary to recognize multifaceted criteria in the design process.