IN-PERSON: Applying Education

Abstract

Design is in flux. Over the last two decades, the field of design has substantially changed. Once based on an apprenticeship system with a focus on materials and outputs design often now positions itself at the forefront of fields that can address critical societal issues. Additionally, design has fragmented through a variety of specialisms—for example, User Experience Design, Service Design, and Speculative Design—and expanded to a practice where any conscious plan of change is labelled design, and anyone can be a designer. These shifts necessitate a rethinking of how we define design and who is a designer. The active—rather than the passive—establishment of an identity and future for design is crucial. This future charting needs to be led by design education: by institutions, schools, academics and students. We must re-evaluate our established design educational frameworks and practices built over the last century. This presentation examines the possibility and role for design futures and considers how educators can empower and educate the next generation of designers with the skills, abilities, ethics and vision needed to lead the field of design. Specifically, I make a case for four qualities needed: more opportunities for interdisciplinary practice; working through a human-centred focus; increased cultural interrogation; and exploring design as a critical practice. Curriculum experiments are presented that have been designed to integrate these qualities, and research and feedback are offered to help better understand the benefits and challenges of these curriculum developments.