Philosophical Perspectives Promoting Design Innovation

Abstract

This research focuses on the facilitating role of philosophical perspectives in the domain of design innovation regarding opportunity identification. By integrating knowledge from the fields of entrepreneurship and education, a theoretically-driven framework has been constructed. To verify this framework, an experimental method was employed to explore the impacts of teaching methods based on three philosophical perspectives, namely behaviorism, cognitivism, and social constructivism, on students' knowledge acquisition, opportunity identification ability, and innovation ability. The research findings indicate that different teaching methods yield varying effects on the cultivation of each ability. Behaviorism is conducive to knowledge acquisition, cognitivism is beneficial for opportunity identification, and social constructivism stands out in terms of innovation and teamwork. These findings validate the rationality of the theoretical framework and provide empirical evidence for design innovation education.