Design thinking in formation

Abstract

This article deals with the Design Thinking methodology, focused on the educational field, its origin, stages and the link with the different types of intelligence proposed by Gardner are presented. In the application of the methodology, it is indicated how multiple intelligences are strengthened in activities such as: observe, create, act, find and propose solutions to the situa­tion identified as need, challenge or daring; starting from the interaction and empathy with people, that is why it is known as a people-centered methodology; in the same way, emotional intelligence, benevolence, empathy, optimism and creative confidence are strengthened.
Finally, the context of the methodology in the educational field is presented and how it can be implemented in the professional training process at SENA, in order to contribute to pedagogi­cal practices and how to engage learners based on their motivation, relevance and creativity; collaborative work is recognized as a key to generating knowledge, generating affinity, unders­tanding and conflict resolution; aspect recognized in book 101 keys to innovate, such as Key 55: “Learning, imagining and doing together generates a culture based on discussion, respect and mutual enrichment through different perspectives. It is the so-called cross pollination, the formation of a fabric of experiences and skills” (2016, p. 41).