Fostering Innovation through Disjunctive Dissonance: A Study on Theoretical Framework for Design Practices

Abstract

This paper offers disjunctive dissonance as a theoretical framework that integrates cognitive dissonance, disjunctivism theory, and other related concepts to enhance design education. This study uses qualitative approaches by using library research methodology proposing disjunctive dissonance as a way of thinking method into design teaching can enhance the learning experience and significantly influence student engagement in design. It introduces tension and conflict between different design elements, fostering critical thinking, problem-solving skills, and collaboration among students. Leading to more effective and creative solutions in various social design contexts.