We find surprisingly strong parallels in a playful comparison of the progression of thought in the architecture of the built world and its namesake in software. While some architectural progression in both fields owes to fashion, much more of it owes to learning—in both the field of design and collective human endeavor. We have been working on a paradigm called DCI (Data, Context, and Interaction) that places the human experiences of design and use of programs equally at center stage. It brings software design out of the technology-laced modern school of the 1980s into a postmodern era that places human experience at the center. DCI offers a vision of computers and people being mutually alive in the sense of Christopher Alexander’s great design. DCI opens a dialog contrasting metaphors of collective human reasoning and Kay’s vision of object computation, as well as a dialog between the schools of design in the built world and in software.
We find surprisingly strong parallels in a playful comparison of the progression of thought in the architecture of the built world and its namesake in software. While some architectural progression in both fields owes to fashion, much more of it owes to learning—in both the field of design and collective human endeavor. We have been working on a paradigm called DCI (Data, Context, and Interaction) that places the human experiences of design and use of programs equally at center stage. It brings software design out of the technology-laced modern school of the 1980s into a postmodern era that places human experience at the center. DCI offers a vision of computers and people being mutually alive in the sense of Christopher Alexander’s great design. DCI opens a dialog contrasting metaphors of collective human reasoning and Kay’s vision of object computation, as well as a dialog between the schools of design in the built world and in software.
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