Abstract Graphic design and user-experience design are augmented by computing, including tools that use artificial intelligence (AI) to infer intent and automate various activities. The efficacy of these tools conceals an ideological commitment to human creativity that is, at its core, explainable via computational processes. Design education often unintentionally supports this ideology. This paper first examines the ideology of creativity and the designerly act as computational. Second, it examines the technical research and corporate rhetoric that support this ideology and its connection to a broader set of ideas about the relations between people and computing. Finally, some possibilities for pedagogical intervention are proposed.

中文翻译：

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作为计算的创造力：自动化时代的教学设计

摘要 图形设计和用户体验设计通过计算得到增强，包括使用人工智能 (AI) 来推断意图和自动化各种活动的工具。这些工具的功效掩盖了对人类创造力的意识形态承诺，其核心是可以通过计算过程来解释的。设计教育常常无意中支持这种意识形态。本文首先考察了创造力的意识形态和设计者作为计算的行为。其次，它考察了支持这种意识形态的技术研究和企业言论，以及它与关于人与计算之间关系的更广泛的观念的联系。最后，提出了一些教学干预的可能性。