Theodorus Jozef Sikkes

Research has shown that visual cultural expressions in art and design have a power that generates biological effects on us humans and affects our range of emotions and actions. "When you feel for something, you act, react.” When specific hormones are released, it becomes easier to remember the message, and we recall it more accurately. We react, which in turn results in action. My interests lie in creating an awareness of why we react and act based on art, good design, dramaturgy, storytelling, and indirect associative communication. How can this knowledge, grounded in neuroscience, be used in a strategic yet ethically responsible manner? This knowledge can be applied in a design/ communication context but also to promote learning in conveying design-related knowledge in an educational context. The pedagogical model I use in teaching is based on the Learning-by-Doing principle. Learning by doing is an experiential pedagogy that emerged as a reaction and a departure from traditional pedagogy, where direct transmission through one-way communication is more typical. We acquire and establish personal knowledge and knowledge structures in our own way. The approach emphasizes the importance of learning achieved as students build on their own experiences and knowledge, further developing their experiences through newly acquired knowledge. This is achieved through practical projects that both motivate and engage. This contrasts with all forms of rote learning. Essential to experiential pedagogy is that experience is a two-way relationship where the student is active on one side in relation to their environment but must also face the consequences of their own priorities, decisions, and actions on the other side.