ABSTRACT
Observing students' uncorrected and uncontrolled processes provided insights into how beginners deal with the notion of novelty and specific details of their misunderstanding of how things work. The "best intentions" in the work of beginners and their persistent inability to predict or detect error and failure in the translations of their intentions are consistent with the overestimations of ability and performance revealed in Kruger and Dunning's study. Development of awareness is directly influenced by the frequency and vivacity of the failures paired with a structured, critical, and curious interrogation of the errors, assumptions, and speculations that betray "best intentions." Undebatable feedback, resistance to the unprepared, and awareness of the limits and consequences of creative design assumptions and judgments are vivid lessons best experienced as foundational learning experiences that can transform the student. The juxtapositions created by the prosthetics, against the designers' hopes and intentions, revealed new and greater design opportunities within the work.
