Block Seminar Block Seminar Design Theory 5th semester
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Design and Technology share a similar destiny: imbued with the roles of solving problems, characterised by an expectation that they can change any situation for the better.
But what if this is an illusion?
With the society at large becoming more aware of issues related to top-down decisions and techno-centric solutions such as large-scale surveillance, ecological dooms and oppression of civic rights, we have the responsibility and the opportunity to rethink the place of design and technology.
What if we should reboot our mindset for design methods and technological tools to become truly inclusive?
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The aim of the seminar is to reflect on the roles we attribute to design and technology currently, how it was set in pop culture narratives, how non-Western narratives can propose alternatives, and how we could ‘reboot’ the disciplines in education to include urgent societal questions. The seminar is structured as a dialogue and the students will work on certain questions themselves. In the end, a one-page website should be created to showcase a proposal.
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- the hopes and fears that technologies of the 19th century generated and that are still prevalent nowadays
- the past ideas of futures and whether they happened or not
- pop culture references that support or alter those narratives
- feminist & non-Western perspectives
- ways to move forward in education of the design discipline
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| Mon 2.09 - Past <> Imagineers | Tu 3.09 - Future <> Futurisms | We 4.09 - | Th 5.09 - Present <> Reboot Yourself | Fr 6.09 - |
|---|---|---|---|---|
9.00 - 12.30
| 9.00 - 12.30
| 9.00 - 12.30
| All day: Independent study -
| Morning: Upload assignment 4 |
Afternoon: | Afternoon: | Afternoon: visit? | 13.30 - 16.30
| |
| Room | Online | Online | Room |
Literature/References
- To prepare before class starts (optional):
- Carolyn Marvin. 1990. When Old Technologies Were New. Thinking About Electric Communication in the Late Nineteenth Century. Oxford University Press.
1st chapter. "Inventing the Expert. Technological Literacy as Social Currency", pp.9-32.
- Carolyn Marvin. 1990. When Old Technologies Were New. Thinking About Electric Communication in the Late Nineteenth Century. Oxford University Press.
- To read Monday 2.09:
J. E. Lewis, N. Arista, A. Pechawis, S. Kite. 2019. Making Kin with the Machines. Journal of Design and Science.
- To read Tuesday 3.09
- James Pierce. 2012. Undesigning Technology: Considering the negation of design by design. CHI 2012.
- James Pierce. 2012. Undesigning Technology: Considering the negation of design by design. CHI 2012.
- To read Wednesday 4.09 (two in depth + one browsed)
- MA. Mayer & DRowe. Norman. 2020. Changing Education for the 21st century, she ji The Journal of Design, Economics, and Innovation Vol. 6, No. 1, Spring 2020.
- S. Sabie, S. J. Jackson, W. Ju, and T. Parikh. 2022. Unmaking as Agonism: Using Participatory Design with Youth to Surface Difference in an Intergenerational Urban Context. In CHI 2022, New Orleans.
- H. Geyser. 2018. Decolonising the Games Curriculum: Interventions in an Introductory Game Design Course. Open Library of Humanities, 4(1): 33, pp.1–312024. A Necessary Shift in Design Education: From Outputs to Outcomes. In International Journal of Art & Design Education.
- K. Song & E. Paulos. 2021. Unmaking: Enabling and Celebrating the Creative Material of Failure, Destruction, Decay, and Deformation. CHI 2021
R. Ghoche. 2022. Designing for Non-Humans. In Les Cahiers de la recherche architecturale urbaine et paysagère.
on 4.09 Optional readings:
- How (not) to write about global health (the author speaks here of global health but this could also be about design projects)
- Graham Burnett, Permaculture: A Beginners Guide. Spiralseed, 2008.
- Carolyn Marvin "Inventing the Expert. Technological Literacy as Social Currency", pp.9-32.
Reminder: For each paper, you need to send response notes: underline 2-3 points that sparked questions and possibly points that you felt should have been addressed in the paper or that you want to challenge.
Use the Reading guideline to comment on the texts.