VIRTUAL Prague Research & Teaching Conference

Abstract

In response to the growing need for sustainability in design education, this paper advocates integrating ecological wisdom from indigenous ways of knowing to address complex environmental challenges, particularly those linked to global warming. Designing for sustainable futures requires not only an understanding of these challenges but also the inclusion of diverse knowledge systems that emphasize ecological balance, resilience, and long-term stewardship. Earth-centered Design (Smith, 2019) calls for a shift in how we teach, learn, and practice design, fostering more resilient, biodiverse, and interconnected ways of understanding the world. The authors argue that deepening connections with indigenous communities (based on experiential knowledge), contextualizing earth-based ways of living (St. Pierre, 2015), and recognizing plant consciousness (Pinchbeck & Rokhlin, 2019) can foster design practices that support long-term life on Earth. This paper presents a novel approach to Earth Centered pedagogy and introduces SEEDS a set of educational tools advancing design curriculum for sustainability. The advanced course, Design Activism for Sustainability serves as the case study. As an interdisciplinary undergraduate course, it engages students and urban youth in creative exploration and collaborative design projects aimed at promoting pro-environmental behavior in the public sphere. Prior to working with urban youth, university students learn to integrate Earth-centered Design through SEEDS, a framework grounded in indigenous ways of world-making, developed with native peoples of Central and South America. This paper presents the conceptual framework of SEEDS and its potential to teach ecological literacy and environmental stewardship both in the classroom and in the community.