TOWARDS

ECOSOPHICAL ACTION DESIGN

BUILDING BLOCKS FOR A NEW AWARENESS IN DESIGN EDUCATION TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education

GRADUATION THESIS Supervisors: Marina Martinez García Irina Shapiro Frans-Willem Korsten Piet Zwart Institute Master Education in Arts External critic: 2015 - 2017 Alastair Fuad-Luke

1 2 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education 15-17 36-58 23-34 10-14 19-21 7-8 5 2.4- The design response;design The 2.4- rolenew the designers, of 2.3- Modusoperandi;Transversality and Action. 2.2- Mentality:EcosophicalAwareness. 2.1- Anthropocene; reality, urgencies andagency. 2. ANEWCONSCIOUSNESS 1.2- Research methodsandtools. 1.1- Research question. methods, andtools. 3.4- Educationalresponse: myhypothesis, 3.3- AcloserlookatDesign AcademyEindhoven. Abiggerpicture addressing urgencies. 3.2- CommittedDesignEducationinEurope: 3.1- EcologicalliteracyinDesignEducation. 3. DISCOURSEINDESIGNEDUCATION design activism,aesthetics. 1. RESEARCHOBJECTIVE AN INTERPRETATIVE LEXICON INTRODUCTION ACKNOWLEDGEMENTS ABSTRACT

118-122 101-116 96-99 60-94 6.3- Audiovisualdocumentation. 6.2- ReflectiveSurveys. 6.1- Conversations. 6. APPENDIX 5.3- Recommendations. 5.2- Personalandprofessional gains. 5.1- Problems andLimitations. 5. CONCLUSIONS 4.5- Reflections. 4.4- Resultsandevidences. 4.3- Blocksandinterventions. goalsandoutcomes. 4.2- Learning 4.1- Pedagogicalmethodsandtools. Educational Project andResults ECOSOPHICAL AWARENESS. 4. BUILDINGBLOCKS FORAN 7. BIBLIOGRAPHY CONTENT

3 4 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education of Ecological literacy incurriculums. petence for future designstudentsand therelevance context. It highlights Ecosophical awareness as a com look atDesignAcademy Eindhoven,myeducational for Sustainabilityeducation inEurope, withacloser This Thesisdivesintothecurrent situationofDesign Action as pins anewwayofthinkingtransversallyandembraces proposing ashiftfrom EcologytoEcosophy. Itunder indicative ofamore generalcrisisofhumansubjectivity rary theoristswhosuggestthatthecrisisofEcology is ciousness. Itthenoutlinesthethinkingofcontempo of theAnthropocene andtheurgencyforanewcons This Thesisbeginswithanintroduction tothecontext Ecological implications. Education andpraxisislargelylackingawareness ofits asadesignerandeducatorthatexistingDesign cerns research wasbaseduponmyobservationsandcon Mind, SocialandEnvironment. Therationaleforthis the Three Ecologiesfrom FelixGuattari;Ecologyof awareness buildupontheprinciplesofEcosophyand Education andpraxis.ItsetoutforacallinEcological This studyisaninvestigationinandthrough Design modus operandi . - - - - - framework andtangibletools.ThisThesisdescribes philosophical theoryofEcosophyintoapedagogical As aresult ahypothesisisdrawntotranslatethe lop agrowing curriculumembracingEcology. among studentsandsuggestingthepotential todeve Design EducationtoenhanceEcosophicalawareness The Thesisconcludeswithbriefrecommendations for to embedEcosophicalawareness asacompetence. practice andontheencouragementofdesign students / Designresearch tofocusontheimprovement ofmy The studyemployedamethodologybasedonAction gogical tools. and Socialfundamentally, testingthedeveloped peda andexploresexperiential learning theEcologyofMind Blocks foranEcosophical” Academy Eindhoven.TheeducationalProject of theeducationalproject withstudentsatDesign this translationthrough theexperienceandoutcomes ABSTRACT awareness isbasedon “Building - - 5 6 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education acknowledgments simply notpossible.CriticalConscious Awareness thisstudywouldhavebeen first stepto Without this Awareness. my ownEcologyofMindhasbeenthe disconnection andblocking.Divinginto actions were leadingmetoastateof with feelings,emotions,thoughtsand being, doingandliving.Incoherence created bytheconfrontation ofmy have beenstrugglingwithconflicts Mind. ForaverylongperiodoftimeI is therefinement ofmyownEcology outstanding achievementsofthisstudy and ultimatelyforevolving.Oneofthe andgrowingby theUniverseforlearning come across inourlivesare giventous every place,situationandpeoplethat I don’t believeincausality, Ibelievethat were themotorsofthisstudy. ness andtrustinthepower ofdesign Thank youtotheUniverseforgivingmeopportunitylearn,growandevolve. - There are manywaysandpathsto 2016). How TheyCommunicate Hidden LifeofTrees :What TheyFeel, the languageoftrees andnature, into newgrounds andtrytoexperience joy, 2016 ru ( wisdom from Yagggi Vasudev, Sadhgu rience everydaytheyogiteachingsand de Amar, 2015 research ofconsciousness( Cabadas through herexperienceand the writingsandteachingsfrom Paloma I explored aconsciousevolutionwith as tomentionmylastcompanions; and bringtheirexperienceintomyown, of resonance.from Iliketolearn others or accompanied,leavingittoaquestion awaken, whichcanbedonebyoneself Inner Engineering;Ayogisguideto ). Idare towalkwithbare feet ). Ipracticeandexpe (Wohlleben, P. La Energia The - - people thatmadethispossibleforme.... resources andwithgratitudetoallthe gratitude toourhostingplanetand love andconnectednesswithlife, love. Thisstudywasmadeoutoftrust, experience. Idon’t believeinfearbut I don’t believeinsufferingbutlevelsof awareness. to life,peopleandnature withanew state ofMind,whichmademeconnect and relations drove metoadifferent row, 1991).New subjectivity, values a An explorationintheEcologyofMindis transformative learning processtransformative learning (Mezi - 7 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Thank youLilaRamos for showingmeapath. Thank youMarielaGimenez foryourhelp. Thank youAnneleendeJongforexploringwith me. friendship. dePeredaThank youVictoria foryourencouragementand sharing. Thank youAlastairFuad-Lukeforyourtime,generosity and Thank youLeisure studentsforyourenergyandpassion. Thank youLeisure teamforyourspirit. Thank youJanMelisforyourguidance. Thank youIrene Fortuynforyoursupportandtrust. Thank youJurriënneOsssewoldforyoursincerity. Thank youDesignAcademyEindhovenforopeningdoors. Thank youAnnemariePiscaerforyourcollaborations. Thank youmypeersforunderstanding. Thank youallmyclassmatesforsharingandteachingme. Thank youallthetutorsofMasterforyourdedication. Korstenforempoweringme. Thank youFransWillem Thank youIrinaShapiro foryourpersistence. Thank youIngridCommandeurforlisteningandbeingopen. TO MYFRIENDAMAIA love. Thank youMauro andPaulaforyourunconditional Thank youSamuelforyourlove,patienceand care. thinkers andvisionarieswhoinspired andguidedme. Thank youtoalltheauthors,artist,designers, students andbeingmymasters. Assani, Nele,Noor, Sandra,Sjo,forbeing committed Camille, Louise,Madeleine,Ance,Irakli,Eszter, Leo, Thank you; 8 9 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education INTRODUCTION ned.” us. Apathology–alossofbalanceisthreate body, ofsociety, andofthebiologicalworldaround is nowempowered toupsetthebalancesof dicine, pesticidesandsoforth.Consciouspurpose transportation systems,airplanes,weaponry, me plemented bymore andmore effectivemachinery, “ Today thepurposesofconsciousnessare im (Bateson,1972) - - - ness basedonEcosophy. InthisstudyIam tryingtodefine design educationwithspecificfocusinEcologicalaware This thesisaimstodefineanapproach inaframeworkwithin the current Ecological crisisbrought meinto thisstudy. My ownurgencyasadesigner andeducatortorespond to pedagogical methods, projects contentandpractice. how cancontributeto such adevelopmenthasshiftedmy creasing personalinterest towards whatdesigncando and related tosocial/environmental developmentandmyin I hadmanyopportunitiestoworkwithstudents inprojects For thelast10yearsofmycareer withindesigneducation producer ofexperiences,habits,products andwaste. sideration oftherole ofdesignersandspeciallymyrole asa cal crisisbrought metoapersonalconflictandinto recon design production wascontributingtoanincreasing ecologi ethical reasons Istoppedproducing suchwork,thefactthat ducts andconceptsfordiverseclients.Forpersonal For about15yearsIhavebeendesigningexhibitions,pro ce asaprofessional activedesignerandasaneducator. The topicofthisthesisemergesfrom mypersonalexperien students intheclassroom. methods thatcanbeimplementedwithbachelordesign not onlyatheoretical frame,butalsoeducationaltoolsand ------10 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education crisis thatwe are facingnowwithinthe Anthropocene. decay, contributing to theimminentHumanandEcological lity, labourexploitation, ethicaldisorientationandsensibility also haveincreased environmental pollution,socialinequa facilitated thelivesof10%world´scustomers, but ofour living environment.every corner Design serviceshave development havecontributedtobringdesign products to Industrial capitalism,economicpower, andtechnological nal frame. supported withnetworkstructures andwithintheeducatio as apotentialdisciplinetocreateneeds tobe alternatives (New York )haveinspired meandconvincedthatdesign by Smithsonian,Cooper–HewittNationalDesignMuseum travelling exhibition Platforms suchas Design other90Network Design fortheother90%

and the (2007)initiated - - [1] Q-Drum, Designfortheother90% (Polak P. 2006) revolution indesignisneededtoreach theother90%”. richest 10%oftheworld’s customers.Nothinglessthana on developingproducts andservicesexclusivelyforthe “The majorityoftheworld’s designersfocusalltheirefforts [2] LifeStraw, Designfortheother90% (2007)

(2007)

11 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education and Study Harney, S.andMoten,F. (2013)argueintheiressay This canonlyrisetopositionsofpossibilitiesand power. brings youtoaprofound stateofconnectednesswithlife. to respond consciouslytothepresent. Consciousresponse your environment andsocialrelations andtheUniverse wake uptoreality, beconsciousofyourentire existence, or blameforthingsyouhavedonenot.Itissimplyto world, anditdoesnotmeantotaketheburdens, norguilt Responsibility hasbeenverywrongly understoodinthe but vity. Ecological andHumanitariancrisis,whichIwillcall in designfocusasareaction totheemergingsituationsof mean by ment wasmissingfrom somefundamentalpillars.WhatI rently considered asanincreasing numberofdesigners and observingIcametotheconclusionthatwhathave After someyearsofworking,exploring,reading, listening known as“ that willneverbepaidoff topeopleofAfricandescent,also dition WhatIpropose inthisstudyisnotacallfor Responsibility, theabilitytorespond concerned withsocialandenvironmental concerned develop istheunconsolidated Debt thathumanityownsand “apparently” , thatthe the onethatcannotbe forgotten “bad Debt” iswhatIhaveexperiencedasashift withinthe (Vasudev, J.2016). black radicaltra ”. Reactivity appa Reacti Debt - - - -

humanity aswell?Iassumethatthere isanaccumulation environmental has created through outhistory, isthere onlyanecological/ By analogythequestionsis;Whatis ty’... ecological andsocial)…willalways…evadecontingent reali ning thatisdevoidofalucidcriticalconsciousness(both Already 45yearsagoTomás Maldonadostated‘… ness bad ners, acommunitythatisnotwillingtocontinueelaborating to becomea“conscious-responsible” communityofdesig place? Myaimaseducatoristoencouragedesignstudents mulation of neglected. Yet howare designersresponding tothisaccu of Debt Debt

(Maldonado, 1972). as mainfocusfordesignpedagogymethods. created bydesignersandindustrythatcannotbe andIwouldalsoliketoaddress a Debt Debt ? Isthere aconsciousresponsibility taking ? Hasdesignelaborateda Landscape Exploring the Residual these ideas visibleIsearch forsub Debt new aware thatdesign Debt with desig ------12 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education to operatewithin thesystemandmake thisstudypossible. one ecosystemIhaveadjusted mypositionandapproach the systemofeducational institution.Allbeingpartof tions forthosewhostudy design,andtothecomplexityof designer, educatorandresearcher, tothecomplexcondi plexity; from thecomplexityofmypersonalpositionsasa This studyhasbeenconductedwithindifferent levelscom ves itsowncurriculum” states that“ mind thatseeksoutconnections” David Orr(1990)defines competence todevelopforstudentsindesigneducation. of designers,andIadvocateitasanurgentembedded should nolongerbetargetedforanEco-dedicatedgroup within thedesigncurriculums.Ecologicalconsciousness signers isacomplexprocess, anditneedsbeintegrated Developing anecologicalconsciouscommunityofde open upadiscussioninthefieldofdesign. Social andEcologyofEnvironment (2000) in the philosophicalapproach of mony orequilibrium.Idrawmyattentioninthisstudyto ecological consciousness,aphilosophyofhar Næss(1973)firstdefined Arne The Three Ecological literacyneedstoexpandanddeser . Ecological literacy ; ofMind, Ecosophy . JoannaBohenert(2013) , asapotentialtheoryto from FélixGuattari asthestateof as “a qualityof - - - - - our times. images function asreflecting poolsof uneasy contradiction.Forme, these health ofourplanetsetsus intoan forthe consumption andourconcern nature toprovide thematerials forour our success.Ourdependenceon aware thattheworldissufferingfor we are consciouslyorunconsciously desire -achanceatgoodliving,yet seduction andfear. We are drawnby between attractionandrepulsion, existence; theysearch foradialogue phors tothedilemmaofourmodern These imagesare meantasmeta of theiroutputonadailybasis. our normalexperience,yetwepartake neries are allplacesthatare outsideof yards, minetailings,quarriesandrefi yet openintheirmeaning.Recycling jects thatare richindetailandscale these ideasvisibleIsearch forsub tation, silicon,andsoon.To make from stone,tominerals,oil,transpor porary viewofthegreat agesofman; set coursetointersectwithacontem is apredominant themein my work.I Nature transformedthrough industry - - - - - 13 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [3] Colorado RiverDelta#2Near SanFelipe,Baja,Mexico. Edward Burtynsky(2011)

Edward Burtynsky are doing,whileweare doingit...” about theconsequencesofwhatwe tothinkmorehave tolearn long-term of engineeringourowndemise.We over theplanet,weare alsocapable ways. Inthisnewandpowerfulrole we are reshaping theEarthincolossal expanding, andverythirstycivilization, commodate thegrowing needs ofan [3] WATER: “Whiletryingtoac - 14 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education the travellingkeywords inthis text: peoples` voicesandbrought alsomyown.Thefollowingare the artist/designer/educatorperspective.Iborrowed other perspectives, andIpropose toread theseconceptsfrom All thekeywords usedinthis thesiscanberead from different lexicon an interpretative Hirscher,A., Moebus,K., 2015) capacity tochange whathappensnext…. AGENCY: now altered byhumans. hydrologic, biosphericandotherearthsystemprocesses are overwhelming globalevidencethatatmospheric,geologic, geologic timeperiodasbeinghuman-influenced,basedon ANTROPHOCENE: nah Arendt ,1958) that men,notman,liveonEarthandinhabittheworld”. corresponding tothehuman conditionofplurality, tothefact between menwithouttheintermediaryofthingsandmatter, ACTION: Actionis“theonlyactivitythatgoesondirectly Everyoneandeverything hasagency, thatis,the A thesisthatdefinesEarth’s most recent (Fuad-Luke, A., (Han - AGENTS: conscious. events. More broadly, itisthestateofbeing and perceive, tofeel,orbecognizantof or experience.Istheabilitytodirectly know ject atthepresent timebasedoninformation exists, orunderstandingofasituation orsub AWARENESS: Moebus,K., 2015) not conformist. not passive,caringdistant,anddifferent They ‘makethingshappen’,theyare active and theyreveal opportunitiesandposibilities. rhetoricintoaction; their voicestoo;theyturn voice countsandencourageotherstoadd and showperseverance;theybelievetheir the (oftenmeagre) resources attheirdisposal with their expertise;theystartjourney rent, showingtheirprocesses andsharing circumstances; theyare openandtranspa have avisionbutitisadaptivetochanging ecological andeconomiccondition;They but share acriticalawareness ofoursocial, They are independentlyminded, knowledgethatsomething (Fuad-Luke, A.,Hirscher,A., - - Moten, F., 2013) bad debtors,canofferjustice. Only creditors canforgive, andonlydebtors, forgotten forbaddebt,butitcannotbeforgiven. Debt canbeabandonedforbaddebt.It Debt istorestore credit. Itisrestorative justice. forgotten toberemembered again.To forgive DEBT: Debtcannotbeforgiven,itcanonly (Harney, S., 15 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education experience”. knowledge iscreated through thetransformationof is the processDavid A. Kolb (1984) believes “learning whereby Building uponDeweysTheory, Americaneducational theorist both asocietalpurposeand fortheindividualstudent. interaction. According toDeweygoodeducationshouldhave ce arisesfrom theinteractionoftwoprinciples;continuityand by JohnDewey(1938/1997).Dewey’s theory isthatexperien EXPERIENTIAL LEARNING: understanding. the oppressive elementsin one’s lifethatare illuminatedbythat tions. Critical consciousness also includes taking action against the perception andexposure ofsocialandpoliticalcontradic achieving anin-depthunderstandingoftheworld,allowingfor post-Marxis criticalTheory. Criticalconsciousnessfocuseson social conceptdevelopedbyPauloFreire (1972),grounded in CRITICAL CONSCIOUSNESS: together (systemthinking). different interactionsand figuring outhowtheinteractionswork ecosystem istocharacterizethecomplexity, studyingthe Ecological complexity;Onewaytoeventhinkaboutthe with itsenvironment. Most naturalsystemsare complex. system andhowtheinteractsformsrelationships ships betweenpartsgiverisetothecollectivebehavioursofa COMPLEXITY: Complexityscienceinvestigateshowrelation is a learning Theoryfirstdevelop isalearning isapopulareducationand - - - concerning thestateofaffairsinouruniverse. concerning value priorityannouncementsandhypotheses ve, itcontainsbothnorms,rules,postulates, kind ofsofia(or)wisdom,isopenlynormati harmony orequilibrium.Aphilosophyasa ECOSOPHY: (Arne Næss,1973) (Arne

A philosophyofecological simple defenseofnature. possible from disastersorthemostflexibleevolutions; much more thanthe Felix Guattari;anEnvironment onaprocess ofbeingreinvented. Anythingis ECOLOGY OFENVIRONMENT: mass-media agetothepost-mediaage,create Newsystemsofvalorization. Guattari rebuilding humanrelations ateverylevelofthesocious.From the ECOLOGY OFSOCIAL: productive assemblages. and sociabilitythatcomeunderanincorporeal valuesystemattheroot ofnew targets themodesofproduction ofsubjectivity. Knowledge,, sensibility ECOLOGY OFMIND: -

one oftheThree Ecologies proposed byFelixGuattari;

one oftheThree Ecologiesproposed byFelix

one oftheThree Ecologiesproposed by 16 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education of Action. Responsibility is notcompulsiveaction;itoffers youtheChoice decide thenature andvolumeofactionyouwanttoundertake. puts youonthedriversseatof yourlife.Itempowersyouto the freedom toact.Italsogivesyouthefreedom nottoact.It belong todifferent dimensions.Theabilityto respond givesyou reaction butitisnotActioneither. Responsibilityandaction RESPONSIBILITY: litical forces inwhichthestudentsare movingandworkingin. understand thesocialcontextaswelleconomicandpo rios. A“role” insociety, andwithinadesignprocess awayto of Society:conditiontoreference insocialcontextandscena POSITION: ness anethicalpositions. ted indesignpracticebytheintegrationofcriticalconscious GENTLE AESTHETICS: evolving. Organic. FLEXIBLE: In thisthesismyfameworkdefines aspects ofinquiryandcanactlikemapsthatgivecoherence. a typeofintermediatetheorythatattempttoconnectall approach toanideaorthought.Conceptualframeworksare to outlinepossiblecoursesofactionorpresent apreferred FRAMEWORK: (Yagggi Vasudev, Sadhguru, 2016).

not fixedorestablishedsystems.Adaptableand it framesmyeducationalapproach totheEcology

A “conceptual”frameworkisusedinresearch

Ability torespond. Responsibilityisnot

refer tothenewaesthetics genera - - - - TRANSFORMATIVE LEARNING: Sutton, 2000). Universes ofreference the mecanosphere andthesocialindividual prehend theinteractionsbetweenecosystems, todoitinthiswayordermust learn tocom lity. Nature cannotbeseparatedfrom culture; we Transversal means fluidity, flexibilityandadaptabi TRANSVERSAL: (Jack Mezirow, 1990) revision ofbeliefsystemsandchangesinlifestyle. leading toachangedunderstanding oftheself, ning experiencesthattransform ourperspectives

A non-lineal-hierarchical system. . (Guattari, Pindar, and than thesociety. of, andowingtothatnetwork.Sociousisexpandedawidertimespace our actions.Itisaconceptualizationofhumangatheringthatexistsbecause communication anddefinitionnetworkthatlaunchesafterweare donewith exchange andcirculation. Socious isaconceptthatseestheexistenceof SOCIOUS: the environment. refers toimpact,measure andlevelasarelative conceptwhichcaninfluence SCALE:

is aboutlear itframesmyeducationalapproach totheEcologyofEnvironment:

A synergicwholenessinwhichtheactionsofhumansgounder - - - personal perspective. to themfrom theglobal,localand Human Values andhowtorelate I drawmyattentiontowards refers toethics,actionsandaims. approach totheEcologyofMind: VALUE:

it framesmyeducational 17 18 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education 1. researchobjective Subquestions students totake a pedagogicalsituationthatisbothalignedwith How giventheeducationalsituationinwhichtrainingof 1.1- Research question. value/position/scale? • Howdoesthisflexiblepedagogicaleducational approach functionwithin theframeworkof pedagogical approach fordesigneducation? • HowcanIconverttheabstractphilosophical frameofEcosophyintoapracticalandflexible • WhyisitimportanttobringEcosophicalawareness toAction? • WhatisEcosophicalawareness andwhyisitrelevant fordesigneducation? Actions ?

Ecosophical awareness Ecology isalmostabsentcanIdevelop andencouragesdesign 19 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education cation anditsoutcomes. and theoriesinorder toimprove designpractice,includingedu development andvalidationofsupportfoundedon thesemodels theories aboutphenomenonofdesignwithallitsfacets, andthe ment of strands; thedevelopmentof Methodology According toBlessingand Chakrabarti( design studentsandeducation. cational methodtobringEcosophicalawareness andActionsto Design research: research: this studyIpropose touse mixedmethodsofDesign/Action According tomyresearch questionandtheorymyaimswith 1.2 -Research methodsandtools. support , 2009)Designresearch integratestwolinkedmain ; theformulationandvalidationofmodels becauseIamdevelopingandtestinganedu understanding DRM, aDesignResearch andthedevelop - - - Action research includes educational practiceincoherence withmyaims. a researcher andeducatorinorder toexplore andimprove my and studyIchallengemyselftodevelopownEcosophyas Action research: change andisanadditiontowhatknown. at thesametimedevelopanunderstandingwhich informsthe where youwishtobringaboutActionintheformofchange,and son (1997)suggestthatActionResearch issuitedtosituations butes toemancipationor and communityorientationitfocusesonresearch thatcontri son,1997) ding ofyour practice” who wishestoimprove yourunderstan doing research ifyouare apractitioner Action research is“

because through thiseducational model ausefulwayof . participatory action change inoursociety

(Dick &Swep - - aimingtosocial . Dick&Swep - - 20 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Photo andfilmingmaterialwastakenduringthe pedagogical documentation. 3- Visual keywords, quotes,references andplans. A reflecting diarywithobservationsduringtheprocess including 2- Notesandobservations. 1- Literature review. METHODS instigator, andthevisualizer. different positionsmyself as: the researcher, theconnector, the thetics ofconnectivityandrelationality. InthissettingIexplored and exits,suggestsexplorationofsubjectivitynewaes the “Cards” perts, educators,designersandstudents,usingflexibletoolsas through different settingsofcross-collaborations withotherex was conductedasa use linear, hierarchical orhorizontal methods.Insteadthisstudy alignment withEcosophicalprinciples,whichmeansthatIdidnot The methodsIemployedthroughout thisresearch were in project andpresentations of thestudents. ( seechapter3.4) “rhizome” whichallowsmultiplesentrances model(DeleuzeandGuattari) - - During theeducationalproject, indifferent ocassions,thestu project. I haveevaluatedstudentsworkandoutcomesof the educational pedagogical toolindiverseinterventionsandcontexts. Also During theresearch thecards havebeentestedasapotential 7- Testing andevaluating. process theory topracticewiththestudentswithintheirdesign thinking The Cards isapedagogical toolthatIelaboratedinorder tobring As aflexibletoolIusedthe“Cards” indifferent ocassions. 6- Flexibletools. perts inmyresearch andeducationalproject. Keeps” form ofconversationassuchinherbook Inspired bytheCondorelli’s reinterpretation offriendshipandthe 5- Conversations. reflections ontheintroduced subjectsandnotions. dents were askedtoanswer somequestionsandwritetheir 4- Reflectivesurveys. (2014), Iincludedconversationswithstudentsandex ( seechapter3.4). ‘The CompanyShe - - 21 22 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education 2. anewconsciousness of designers. nion, dependsonthe levelofEcologicalawareness priate designresponse totheurgencies,inmy opi human behaviourand attitude,thoughanappro practice playinganimportantrole ininfluencing Asweliveina“designed”world,Iassume design response tothecurrent urgencies. phy essential inmyproposal tounderstandhow and assemblagesbetweenthemActions are live intoasustainableone.Transversal connections fundamental pillarsfortransformingtheworldwe and environmental connectedness( that ecologicalstateofmind,socialrelationality beyond theenvironmentalIpropose concerns. Ecological awareness asanattitudegoing Anthropocene. Ihighlighttheurgencyofan conditions ofourreality describedwithinthe I wouldliketodrawmyattentionthecurrent As anintroduction toaNewConsciousness intheorycanbeimplementedpractice asa Ecosophy Ecoso ) are - - - What Ipropose inthisstudyisnotonlynaïvecons design educationandpraxis. the Antropocene tobringanewconsciousnessin and Iintendinthisstudytointegratethe reality of “ CriticalConsciousnessisintegratedwith reality” understand themasitpleasers” perior tofacts,incontrol offacts,andthusfree to lations…naïve consciousnessconsidersitselfsu empirically, intheircasualandcircumstantial corre ciousness represents thingsandfactsastheyexist ness live andact.In se cious response, buta whichcanleadtotransformationsinthewaywe , PauloFreire (1972)statedthat“ Education forCriticalConscious Critical Consciousrespon . AsFreire argues Critical Con - - , -

- - - 23 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education change, butrelations betweenhumansare them-selvesprodu Moore statesthat Our EcologicalCrisis Anthropocene. In perspectivesandinterpretationsas theyofferalternative tothe Terminological andontologicaldiscoursesare relevant inthisfield its ownexistence. has establishwithourliving/hostingenvironment, othersand it alsoindicateswhatkindofpowerrelationship humanhistory treated asageologicalphenomenon,butfrom mypointofview evidences toorelevant tobe ignored. TheAnthropocene canbe short existenceofhumansonearthhasleftenormousimpact Nonetheless andconsideringthegeologicaltimescales, such astheriseofagriculture andtheNeolithicRevolution. Industrial Revolutionotherslinkthenewtermtoearlierevents, discussion betweenscientists,someconsidered tostartwiththe altered by humans. The beginning of the Anthropocene remains a hydrologic, biosphericand otherearthsystemprocesses are now on overwhelmingglobalevidencethatatmospheric,geologic, cent geologictimeperiodasbeinghuman-influenced,based The Anthropocene isathesis thatdefinesEarth’s most re agency. 2.1- Anthropocene; reality, urgencies and The Capitalocene,Onthe Nature &Originsof “human activitynotonlyproduces biospheric (2014),professor andsociologistJasonW. - - - ced bynature. Thisnature isnotnature asresource butrather tainable, andtakingthisreality asitisnowwemight repond. brought seriousconsequencesonearthanditisno longersus named, thereality isthatthewayhumanityhaslived untilnow And Iagree withDonaHarawaythatwhateverthisperiodis nature andconditionwhichItakeintoaccountduringmystudy. or Chthulucene narratives totheAnthropocene,The alternative a waytounderstandit. for thatmultispeciesworld;and relationship; that is, inwhichthehumanshouldbeunderstoodasamultispecies with the effect ofthepresent problems. DonnaJ.Harawayspeculates of Capitalismasawayreorganizing nature andasthecause- of the“Anthropos” andnature, andproposes thepowerforce talocene differsfrom the dualist perspectiveofthedriverforce also through ourbodies,including ourembodiedminds” inside ourbodies(from global climatetothemicro-biome) but nature asmatrix:anature thatoperatesnotonlyoutsideand Chthulucene , reveal importantissuesofourhumanhistory, “making kin” asaconceptthatstateswhattheworld isawayofbeinginandcaring “staying withthetrouble” Capitalocene . Capi is - - 24 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [4] [5] Shipbreaking #27Chittagong,Bangladesh. Shipbreaking: Recycling#10Chittagong,Bangladesh. Edward Burtynsky(2000) Edward Burtynsky(2000)

25 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Western Australia. [6] what Ipropose. consciously totheurgenciesofAnthropocene is my terrainandpreparing designstudentstorespond education. DesignEducationismyterrain.Fertilizing in tobeplanted.Preparing theterrainistaskfor awareness isalready there, butitneedsafertileterra witness thattheseedofanewconsciousnessand lop theabilitytorespond with actions.Ibelieveand discourse totheclassroom; studentsmightdeve activists andeducatorsspheres. Itistimetobringthe not stayonlycirculating on academics,ecologist, it importantthattheAnthropocene discourseshould suggestive indicatorsofneededActions.Iconsider posals andideasaddressing agencycametomeas tion Today ” Trans/disciplinary practicesinArtandDesignEduca During thesymposium Silver LakeOperations #16LakeLefroy, ( Rotterdam, January27-28, 2017)pro Edward Burtynsky(2007) “Agents intheAnthropocene;

- - - - 26 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Edward Burtynsky(1991) [7] Rock ofAges#26AbandonedSection,E.L.SmithQuarry, Barre, Vermont, USA.

27 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education different proposals ofEcologytheoryin design practicessuch (Bookchin,1980), cal movementsof After reviewing literature and research papersinthephilosophi design (EcologicalArt,Eco-design). both ScientificandCriticalhave resonated inthefieldsofartand environmental degradationwere noticeable,Ecologyprinciples broader systemofnature. Sincethelate60´swhere evidencesof all otheranimateandinanimatethings,tobepartners withinthe sophical Ecologiesmostgenerallyconsiderhumans, alongwith and thebroader naturalsystems ofwhichweare apart.Philo act ashumans,andtherefore howweacttowards eachother withthelinksbetweenhowwethinkand Ecology isconcerned and diversityofnaturalsystemswhileCritical(philosophical) ofScientificEcology The keyconcern remainswiththeintegrity ved totheEcologyasadynamicfieldofcritical,culturaldebate. environments andrelations andthetotality ofsuchpatterns mo as asciencetostudytheinterrelationship oforganismswiththeir “Oikos”: householdorliving-place“Logos”:science-knowledge Haeckel.AnunderstandingofEcology( Ernst The word Ecologywasused forthefirsttimein1866bybiologist From EcologytoEcosophy;The3Ecologies 2.2 -Mentality:EcosophicalAwareness Radical Ecologies (Naess,1973) (Merchant, 1992)andstudy from thegreek Social Ecology - -

) - us; remaking thewaywemake things 2000. lix Guattari(1989)publishedinhisbook of Ecosophy, 2003), Iwouldliketodrawmyattentioninthisstudythetheory Pindar, andSutton,2000 ) the objectivesofbothmaterial andimmaterialassets ned withvisiblerelations offorces onagrandscalewillreshape lecular domainsofsensibility, intelligenceanddesire andconcer cultural andsocialrevolution. the ecologicalcrisisisonaglobalscale,anditcalls toapolitical, scales ofEcology. Guattariarguesthattheonlytrue response to society weliveinandtheecosysteminhabitas three different reorientation ofthought,so thatweunderstandourselves,the of whatwevalue.Creating anEcosophicalsocietyrequires a Guattari´s Ecosophyseeksbalancealliedwithare-evaluation In contrasttoacapitalistsystembasedoneconomicgrowth, balanced systems,andnetworktopographycomplexity. For Guattari,Ecologyisanunderstandingofconnectivity, of Design forthereal World “a stateofEcologicalConsciousness” (Papanek,1972), This revolution grounded intomo ( BraungartandMcDonough, The Three Ecologies Cradle toCradle: , from Fé . (Guattari, - , - - 28 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education of Mind. Ecology willnotfunction without previous exploration ofEcology essential fortransformation, SocialEcologyandEnvironmental scale toexplore withstudents,althoughthethree Ecologiesare I liketodrawmyattentionthe Education. From myperspectiveasadesignerandeducator the fundamentalpillarsforanEcosophicalawareness inDesign Ecology andpracticefrom thistheoryIpropose todevelop I considerthisoneofthemostcompleteunderstandings of nature. most flexibleevolutions;muchmore thanthesimpledefenseof of beingreinvented. Anything ispossiblefrom disastersorthe • ECOLOGYOFENVIRONMENT: age, creating newsystems ofvalorization. vel ofthe • ECOLOGYOFSOCIAL: assemblages. under anincorporeal value systemattheroot ofnewproductive jectivity. Knowledge,culture, sensibilityandsociabilitythatcome • ECOLOGYOFMIND: and interdependent Ecologies ofMind,Society, andEnvironment. In thistheoryGuattariproposes aconceptofthree interacting socious . From themass-mediaage tothepost-media targetsthemodesofproduction ofsub rebuilding humanrelations ateveryle Ecology ofMind anEnvironment onaprocess asastarting - - (Guattari, Pindar, andSutton,2000) formations”. subjectivity andcapitalisticpower my sensequestionsthewholeof nature-loving minority. Ecologyin ciated withtheimageofasmall “ Ecologymuststopbeingasso [8] SOCIAL Graphic #1Ecosophy ECOS MIND OPHY (2017) ENVIRON.

- 29 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education ze, Guattari,andMassumi,1998). lineal-hierarchical system, an organic model as a essential tounderstandEcosophicalpractices.Ipropose anon- me meansfluidity, flexibilityandadaptabilityI regard thisas self connectingideasinanorganicway. Transversal modelfor as aconnector, andinthesamewaythatnature does,Iseemy totheregularalternatives establishedsystems.Ipositionmyself gent waysofthinkingandconceptsare fundamentaltodevelop comes tocreativity, Iconsider thatintersectionbetweendiver in whichImovebetweenconcepts,ideasandwords. Whenit my canemerge.Takingspeculations andalternatives asreference to establishnewwaysofthinking,therefore newinteractions, As aresponse totheAnthropocene Iadvocatetheurgency Action 2.3- Modusoperandi;Transversality and (Deleuze, Guattari,and Massumi, 1998). equilibrium, and thereby establishsmooth space.” ged withpressure andpotentialtoalways seekits disturbances leavenotrace, asthewaterischar surface canbeinterruptedand moved,butthese fissures andgaps,eroding whatisinitsway. The or tricklingdownwards towards newspacesthrough body ofwater, spreading towards availablespaces .. “Inthismodel,culture spreads likethesurfaceofa “modus operandi”

, Iunderstand Transversality - Rhizome as theway (Deleu - - thinking transversallyasnowmore thanever, nature cannotbe Guatarri alsoemphasizestheimportanceofanewmodel stages forestablishing amovement. continuing its evolution,outliningsome fundamentalstepsand as aphilosophyorideology. HesupportsActionasameansfor around thoughtandAction,hencenotlimitingitto remaining only Naess (1995)describes A lifewithoutspeechand Actionwillbeliterallydeadtotheworld. is closelyrelated tospeechinawaythatitcannotexistwithoutit. world“ rality, tothefactthatmen,notman,liveonEarthand inhabitthe things andmatter, corresponding tothehumanconditionofplu that goesondirectly betweenmenwithouttheintermediaryof According toHannahArendt (1958)Actionis “Ecosophical Actiondesign” is already dealingwithhuman actionandtherefore Iassumethat itself willnotbeenough, cies oftheAnthropocene, A transversalwayofthinkingisneededtorespond totheurgen Universes ofreference (Guattari,Pindar, andSutton,2000). ecosystems, themecanosphere andthesocialindividual it inthiswayorder tocomprehend theinteractionsbetween separated from culture; todo andhestatesthatwemustlearn . ThehumanconditionofActionispluralityandthat Action Deep Ecology Action Ecosophy, isalsoneeded.Designpractice shouldultimatelybeagoal. thoughtheoryinandof asamovementbuiltboth “the onlyactivity - - 30 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [9] Graphic #2Ecosophy inAction SOCIAL (2017) ECOS

MIND

OPHY ENVIRON. + A CTION 31 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education young peoplecanparticipate inchangingsociety.” true needsofmanandit can andshouldbecomeawayinwhich already in1971 Papanekstated llution, designispartiallyimplicated.AsVictor In allpollution,meaningmental,socialandenvironmental po and servicesbutonthecreation ofsustainablewaysliving. ods orcommodity, fillingtheearthwithpoorobjects, structures that thechallengeshouldnolongerlayinproduction ofgo tally designedleavesenoughevidencesandtraces topointout in isdesigned.Thefactthateveryhumanactivityitsfundamen Everything thatsurrounds us isdesigned,andtheworldwelive designers, GentleAesthetics. 2.4 -Thedesignresponse; Thenewrole of designers mustalsomovefrom thespeechtoAction. the urgencytobringEcosophicalawareness totheclassroom, The samewayasIamtakingActionaneducatorwhensee research practices,designandsocialpractices. actions whichwillleadtodifferent kindsofpractices,including: of actionsincluding:research actions,designactionsandsocial The wayIframemyresearch here istotalkaboutdifferent kinds “design mustbecomearesponsive tooltothe - - - starting withBuckminsterFuller(1969)tonowadayswecan When lookingattheevolutionofDesignforSustainability(DfS) Gaziulusoy, 2016). behavioural, institutionaland organisationalchange(Ceschinand not onlytechnologicalinterventions butalsosocial,cultural- for Sustainabilityneedsaradicaltransformationwhich requires and systemicapproach. Thepresent viewsuggeststhatDesign man-centred vision,asacomplexprocess , multi-scale no longerhasbeenunderstoodasa etc..). ThemostimportantshiftinDesignforSustainability isthat Design forSustainableBehaviour, DesignforSocial Innovation, Product-Service, Systemic Design,EmotionallyDurable tance oftheusersandresilience ofcommunities(Sustainable viour, product innovationto complexservice-systems,theimpor practices havealsoprogressively expandedfrom socialbeha ( Green Design,Ecodesign, Biomimicry, CradletoCradle),design issues andfocusingonthetechnicalaspectsofSustainability se totheecologicalcrisiswasmainlyaddressing environmental tems (CeschinandGaziulusoy, 2016).Althoughthefirst respon towards interdependencies betweensocialandecologicalsys already appreciate ashiftintheunderstandingofSustainability “green” goalbutasahu - - - - - 32 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education (Fuad-Luke, A., 2009). author; acreator; aco-author;co-creator; andahappener” agent; anon-alignedsocial broker andcatalyst;afacilitator; an greater goodofhumankindandnature, apersonwhoisfree as “apersoninActionwhouses thepowerofdesignfor World, professor Fuad-Luke(2009)definesthedesignactivist In Designactivism:BeautifulStrangenessforaSustainable ves andengagesdesignerstowards transformationprocesses. Design Activismisapracticethatembracesthecounter-narrati- narratives. aesthetical valuesmayevolveinorder torespond withcounter agent fortheactionofEcosophicalpractices.Moral,ethicaland in theframeworkofdesign,andhowthisdisciplineisapotential underpins clearlyhowGuattari´sEcosophyisre-contextualized of Ecosophy”.InDesignetécosophie,ManolaAntonioli(2013) sign stepsoutofthePaleolithicEraitcouldbecomea“majorart” play newroles insociety. According toGuattari,“assoonde- Actions, embracing new aesthetics and encouraging designers to awareness andmustlead design towards consciousEcosophical radical changeinmyopinionshouldbebasedonecological leads toradical,positivesocialandenvironmental change.This Design challengesexistingparadigms,envisionsnewones,and that designhasakeyrole to playinthesetransitions.Transition for societaltransitionstomore sustainablefutures andargues in ‘transitionaltimes’.Ittakesasitscentralpremise theneed Transition Design(Irwin,T. 2015)acknowledgesthatweare living [10] disruptive wayofthinking,hackingsystems,engagingwiththe role insocietybyunderstanding andimplementingdesignasa cal actionsandnewaesthetics.Thedesignactivistplaysa Iadvocatefor The mechanismsandrelations.commons andactivatingalternative sustainability. values, socialempowermentandinteraction,environmental level ofEcologicalawareness andamindsetbasedonecological The BoyscoutDesigner, DAE_Man &Leisure graduation. Ecosophical designactivist Design Activism asafertileground forEcosophi inthiscaseisapersonwith Bouke Bruin(2017) -

33

TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education These counternarrativesmaysuggestatransformation ofthe and actionsproposing newnarratives(counternarratives). re-consideration ofproduction leadstoare-orientation ofvalues practice invitestoare-consideration ofproduction. Anethical shift thatdesignpracticemusttake.Anethicalposition indesign lead toethicalresponses leavingnodoubtaboutthenecessary tal andhumancrisis?AtthisstageaCriticalConsciousness may longer willdesignpracticecontributetoincrease theenvironmen aboutdesignproduction.damental ethicalconcerns Howmuch One ofthemainquestionsthisstudylaysinonefun Ethics andGentleAesthetics. and newsubjectivity. sign culture, maydevelop new relations tomaterialsandfunction “process”. Thesenewaesthetics maydisruptthetraditionsofde while designingas“awareness-action-impact” definesdesignas teria. Desigingas“problem-solution” definesdesignas“product”, drive theshapeofmaterialandfunctionmore thananyothercri Instead, therelationship between solution leadingtoacertainshape-material-functionaesthetics. are nolongerbasedontherelationship betweenproblem- The newaestheticsgeneratedbyEcosophicaldesignactivists braces; care, activism andsustainable development. suggest anew typeof design maybegenerated byethicalpositionsandactions traditional production ofdesign.Therefore thenewproduction of way weliveandrelate totheworldandinconsequence tothe Gentle Aesthetics awareness-action-impact . ThisGentleness em - will - - - - Manon vanHoeckel(2015) [11] In LimboEmbassy;Embassy oftheUndocumented.

34 35 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education 3. discourseinDesigneducation skills, values andbehavioursneeded forsustaina education andhelp people developknowledge, social contexts,totransform societybyreorienting sustainable development atalllevelsandin aims toimprove accesstoqualityeducationon feature oftheEducation2030agenda.UNESCO social andenvironmental sustainabilityisadefining education forhumandevelopmentand economic, renewed attentiontothepurposeandrelevance of vision foreducationthenextfifteen years.The for Actionwasadopted,whichsetsoutanew of Korea (2015).TheEducation2030Framework World EducationForum2015 UNDP, UNWomen andUNHCRorganizedthe together withUNICEF, theWorld Bank,UNFPA, from primarytohighereducation.TheUNESCO nal systemsfrom developedtodevelopingnations, conscious communityisapriorityintheeducatio The urgeforanew“awareness” andafuture inIncheon,Republic - - the traditions,claiming agencyfortransformation. increasing numberofstudentssteppingoutfrom have witnessedinmy educationalterrainatDAEan and environmental crises.DuringthelastyearsI cene, isurgentinorder toavoidintensifyingsocial able toremain sociallyrelevant intheAnthropo sional designculture andDesignEducation,tobe A discussionaboutthechangesneeded inprofes work towards asustainablefuture. powers peopletochangethewaytheythinkand (ESD) world. sity andcontributetocreating amore sustainable tors whoresolve challenges,respect culturaldiver Individuals are encouragedtoberesponsible ac development issuesintoteachingandlearning. ble development.Itisaboutincludingsustainable isabroad approach ineducationwhichem Education forSustainableDevelopment - - - - - 36 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education sing superficialsolutionsandthehigh cost ofde also raisedaboutthe and understanding.Criticismsindesign havebeen a curriculumproviding basicknowledge,framing for sustainabledesignneedstobesupported with of Ecology, systemsandcomplexity. Thisdemand of awareness, basicknowledgeandunderstanding ecological crisis.Thishappenswhenthere islack re orevenworsetheycontributetotheincreasing Most ofthetimesthesereactions endupinfailu understanding consciouslywhytheyneedtodoit. students react toecologicalurgencieswithout design, thereal problem becomeswhendesign Though there isacleardemandforsustainable communities, andenvironmental solutions. circular economicalsystems,empowermentof newconsumerbehaviouralproposals,alternatives, withfunctionandform,butnew only concern Design proposals intheclassroom are nolonger sign services (CeschinandGaziulusoy, 2016). naïveté ofdesignerspropo - - - There isareal potentialforcurriculumstoembrace Education whichisalignedtothenewparadigm. A broader scopeofliteracy isneededinDesign zed inbachelorprograms. reality fordesignschools,thoughnotyetemphasi Ecological literacyisfundamentalinthecurrent cally informedbythecurriculums. ethical positionmustbeencouragedandecologi a newresponsible generationofdesignerswithan to buildupagencyindesignpractice.Theneedfor tence. Ecologymustbeunderstoodasapotential Ecological awareness andintegrateitasacompe - - - 37 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education developed from thefirstyearmustgrow A broad theoretical andpraxisprogram portance ofdesignstudents. inhabits, andmustbeof the utmostim to complexnaturalsystems thathumanity sign goal,butasaconsciousconnection ding ofEcologynotasasustainablede in thebachelorprograms. Theunderstan opinion mustembraceEcologicalliteracy ethical questions avoid areconsideration ofvaluesand andmeaningitcannot for pattern it willbethebasisofabroader search logy couldbeconsidered a newscience, how theymightdososustainably. another andtonaturalsystems,also of howpeopleandsocietiesrelate toone racy. Itimpliesabroader understanding regarded asthebasisofEcologicallite practical competencetogethercanbe out connections” literacy as“ David Orr(1990)definesEcological Design Education 3.1- Ecologicalliteracyin a qualityofmindthatseeks . Designeducationinmy . Knowing,caring,and If Eco - - - - - in everyproject andinevery student,in gy mustbeembeddedandexperienced in thecurriculumtofinalyears.Ecolo developed from thefirstyearmustgrow lities for deep learning. Bohenertargues lities fordeep learning. mative learning, criticalpedagogyandtransfor learning, teaching practicessuchas in DesignEducationcan be achieveby nert (2013)statesthatEcologicalliteracy A Theoretical Introduction In interdependence withthenaturalworld. perception tofacilitateunderstandingsof It alsosupportsaradicalshiftofhuman of whatconstitutesa curriculums, asitrequires are-definition bility. Ecologicalliteracyisdisruptivefor ways oflivinginthedirection ofsustaina nerations willnotbeabletotransformour taking thisseriouslythefuture designge ignore theecologicalrealities. Without covered bythetraditionsof designthat every levelthatattendtheblindspots Ecological literacyinDesignEducation, astheycreate possibi “good design” , JoannaBohe experiential . ------literacy caninformdesign education. ce andecologicalfootprint, ecological circular design,energyliteracyemergen us; resilience, epistemologicalawareness, and processes todesignconceptssuch in herpaperhowlinkingthesepatterns and dynamicbalance.Bohenertshows systems, cycles,flows,development, web oflife,thoseare; networks, nested common toalllivingsystemsandthe understand theprinciplesoforganization, cy (CEL) and the principles developedbyCapra,F. (2013) design sustainable.According tothesix creation are essentialelementsinmaking simply notpossible.Participationandco- and withoutitsustainablesolutionsare ning isthebasisforsustainabledesign, of ecologicalissues.Ecologicallear willdevelopagreaterlearners awareness ismadepossible, that oncethislearning Center forEcologicalLitera itisessentialfordesignersto - - - 38 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education our fundamental needs:Food. re-establishing ahealthyrelation tooneof consumption behaviourbut heisalso so heisnotonlysuggesting conscious vant thanthefoodconsumed.Bydoing and preparation becomesmore rele natural resources, inwhichcookingtime designed aconsumptioncyclebasedon response tothecurrent foodculture he and itsecologicalconsequences.Asa the overfoodproduction sideeffects tems, theinfluenceandimpactoftime, ble tous.Thomashadexplored ecosys we cook,eatandtreat resources availa a more consciousbehaviour intheway DOWN foodconsumptionandproposes concept highlightstheurgencytoSLOW toolbox basedonecologicalcycles.The project. Fire &Cookisa0-Waste cooking a goodexampleofanecologicalinformed Leisure atDesignAcademy Eindhovenis year inoneofourmodulesManand ped byThomasWoltman during the2nd The project Fire &Cook(2016)develo - - - - ronment andrelates tovalues,position Three Ecologies;Mind,Social andEnvi Fire &Cookisaproject addressing the as anactivator. Thomas asadesigneris also positioning profit. chain usedtolowerpriceandincrease side effectsofthemassfoodproduction highlighting theenvironmental andhealth tribute tocreate awareness, moreover, dition ofFire&Cook, andmayalsocon addressed thefinancialproduction con it cameacross duringthe assessment sustainable level.Oneofthediscussions and production needstobe brought toa ecologically informed,thematerialcost Though conceptuallythisproject is into ameso-micro cycle. down themacro foodchain production central consciousconsumerandscaling value tofood,positioningtheuserintoa and scaleasisquestioningtheintrinsic - - - Thomas Woltman (2016) [12] Fire &Cook,2ndyear, Man&Leisure_DAE.

39 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education scape), newstudentprojects, andmore. an evolvingTeaching landscapeof‘pods’(thePod- &Learning principles, SCALES,diverse resources availableviaawebsite, bility’ embeddiing of thedesigncommunitiestocreate aparticipatoryplatformfor byengagingdiversemembers as aplatformofmutuallearning UK) andAcademyofFineArts(Poznan,Poland).DEEDS began ciations, Brussels,Belgium),UniversityofBrighton (Brighton, Cologne, Germany),BEDA(Bureau ofEuropean DesignAsso SERI (Germanye.V., SustainableEurope Research Institute, Centre forInnovation&Sustainability, Denmark), Hornbaék, Higher Education,research andpractice;ICIS(International design andsustainabledevelopmentcommunities,embracing comprised apartnershipoffiveinstitutionsfrom theEuropean funded bythe DEEDS Project from thepublicandprivate realm are emerging. sustainable developmentembracedbytheincreasing support grammes andcoursescommittedtosocialenvironmental In thefieldofDesignEducationinEurope neweducationalpro A biggerpicture addressing urgencies. 3.2- CommittedDesigneducationinEurope: . Asforoutcomesandproposals theyincludedasetofcore ‘sustainability intodesignandsustaina European UnionLeonardo Programme daVinci (DEsignEDucation&Sustainability, 2007-2008) - , - - SCALES isagenericsystematicwayofcreating themesreflec will enterthecurriculumat thisstageatall. ble designmeans,itisnot guaranteedthatEcologicalawareness though thisbringsdesignstudentstounderstand whatsustaina or lectures intheprojectual area. Across thebachelorstudies, nability andEcologyacross thedevelopmentofspecificprojects is complicated,andmanyofthemchoosetointegrate Sustai curriculums. ChangingcurriculumsinUniversities and Academies skills fordesignstudentsduringthefoundationyears oftheir sustainable thinkingisconsidered oneofthefundamentalbasic minors, research programs, butrarely Ecologicalawareness and ses emergeasoptionalprojects-programs, satelliteacademies, chelor curriculumsisdifficult. Veryoftenthe programs andcour Finding aconsolidatedprogram addressing thisfieldwithinba reach alargerlandscapeof DesignEducationinEurope. the diversityofresults and educationalTools developedhavenot solved leavingalmostnotrace.Thepotentialofthisproject and development concept.UnfortunatelyDEEDSProject hasdis ting thecomplexityandmulti-dimensionalityofsustainable ------40 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education cally, ethically, sociallyand economically sustainable. interdisciplinary approach to designpositioningitselfasecologi Sustainability inFashion. The programme takesaholistic and • sustainable future. environments onpurposetobuildasociallyresponsible and activate studentstocreate newsustainablesolutionsforhuman real stateandwatermanagementwithanholisticapproach to disciplinary Masterdegree inarchitecture, business,designand • cational research project. such usDEEDS,orHandbookforSustainabilityliteracy, anedu (UK) supportsecologicalandsustainabilityresearch projects • students. a transformativewayofthinkinganddesigningfocusinginMA of ArtinLondon • graduate, research andmasterprograms; with richcurriculumsembraceEcologyandSustainabilityinpost- Some oftherelevant design schoolsandUniversitiesinEurope EsMOD Berlin Creative Sustainability The SustainabilityNetwork SustainRCR is asatelliteacademyfrom the (DE) launched in 2011 the International MA (DE)launchedin2011theInternational (UK) withaninteresting program addressing at Aalto University of the University ofBrighton (FI)offersamulti Royal College - - - • • Department whichisfullyintegratedinthebachelor curriculum. that offersacompleteprogram developedbytheSustainability • IED-Madrid(ES) the curriculumisstillnotvisible. that incorporatesEcologyandSustainabilityasacompetencein science. IntheNetherlandsthoughadesignbachelorprogram program challengingdesign forsustainablefutures inthefieldof • by makingthemmore sustainable. by promoting changeoflifestyles, consumptionandproduction sign, whichenvisionsdesignasacatalystforsocialdevelopment anthropology, psychologyandsocio-politicaleconomics. design thinkingthatare mergedwiththelatestdevelopments in discourses onecologically inspired design,withmethods of ciplinary program thatbringstogethertheoretical andpractical school offersaMAinEcologicalDesignThinking, atrans-dis Free UniversityofBolzano Shumacher College TU Delft (NL) runstheDesignforSustainabilityResearch is oneofthefewdesignschoolinEurope (UK)thoughisnotframedasadesign (IT) offersaMAinEco-Socialde - - 41 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education transformative process. sustainable criteriaare andmightbeimplementedfora philosophy. Expertsthatprovide abroad visiononwhat sharing economies),achitects(sustainableenergies), and mesis), phsicology(systemicthinking),economics (circular, by agroup ofexpertsinEcology(lifecycles),biology(biomi mately 1500students.Theteamofteachersiscomposed becoming afundamentalbodyofknowledgeforapproxi tartment hasgrown inhours, teachers,projects andbudget the different designschools ofIED.After6yearsthisdep department forsustainabilityasatransversalsupporttoall dePeredaIn 2011Victoria launchedatIEDMadridanew new paradigm. about sustainabilitybecamethenorminanewreality anda a newconditionofliving.Foryounggenerationsthinking scenario where re-invention andtransformationhasbecome The economiccrisisinSpainhascontributedtocreate the Head ofIEDMadridSustainabilityDepartment. dePereda,Conversation withVictoria Case study:IEDMadrid - - - student withthebasicknowledgetowards sustainabledesign. “Educating forSustainability“,andhasmanagedto provide every practice. In6yearsthisdepartment´sgeneralgoal hasbeen existence inthisplanettotheveryspecificapproach indesign In summarythisprogram covers from theunderstandingofour projects andThesis. provides thestudentswith experttutorialstosupporttheirdesign Eco-design andimpact,duringthe4thyearcurriculum ble toolsrelated totheirfield ofdesign,whatitcouldbecalled thinking, cyclesandprocesses, a3rd yearproviding sustaina and itsEcology, a2ndyearbasedonunderstandingsystemic during the1styearaglobalvisioninunderstandingplanet The curriculumisdevelopedfrom macro tomicro providing - 42 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [13-14] IED Sostenibilidad,screenshots officialwebsite (2017)

43 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education countries, the teachers,ex-teachers, the amount of alumni expanded into many Traces ofthepeoplemake itinfluential, is agloballyextendedcommunity. The influence ofDAEliesinthe people,asit are Dutch.Ossewoldarguesthatthe the studentsareand30% international 67 nationalitiesmeaningthatthe70%of design schoolwith DAE isaninternational influential asthe and academicdirector ofDAEdescribes titled with.JurriënneOssewold,executive that DesignAcademyEindhovenwasen this statementandthescopeofinfluence influential mean?Iwasverycuriousabout design schoolsinEurope, but whatdoes considered asoneofthemost influential Design AcademyEindhoven(DAE)is According toAliceMorby(Dezeen), 30t Jurriënne Ossewold/Irene Fortuyn Conversations with: Academy Eindhoven. 3.3- AcloserlookatDesign h March 2017 “Traces oftheAcademy”

- . to transform. these mannersthatDAE has theagency of designingandliving.It isprecisely in will alsoactivelytransform thediscourse community thatwillexpandglobally, and this willleadtoaconsciousEcological the curriculumEcologicalawareness as will beachallengeforDAEtointegratein re-definition ofthedesigndomain” If influentialmeans to addthedomain. fluence andformtotheirpracticeinorder “type” ofdesignerbuttogivetheirownin students are noteducated tobecomea itself isinfluential,andthatmeans the wayinwhichDAEdesignseducation and theworktheymakeisinfluential,also “global expansionand , it - surround us. Ecological relations withtheworldthat which Iampartof,focusingonbuilding and ManLeisure, thedepartmentin production, circular society-economy, Mobility focusinginindustry, sustainable ciously addressing thissubject;Manand Currently there are 2departments cons ven inalltheprojects and departments. needs tobeimplementedandinterwo da thataprocess offirst emancipation exactly intheupcomingyears’agen isthefactthatit A furtherconcern ble butisnotthere yet. for DAE,anditisstrangeunbelieva Ecological literacyisoneoftheurgencies stage andtime.According toOssewold, lum, thesubjectdeservesitsownplace, dents, butitisnotyetpartofthecurricu bility” isbeingexplored by individual stu Currently atDAE“Ecology andSustaina ------44 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education fixed andneverfinished. being created isalwaysfluid,notrigid, ting byhumansbutalsobecausewhatis a living organism not only because is exis Osssewold definestheEcologyofDAEas part ofit. dents mustexperienceEcologybybeing spectrum andholisticview, andthatstu Ecology mustbebrought toabroader Therefore isimportanttounderstandthat man whoisabletorespond consciously. designer, notadesigntool,furthermore, a department istomakeamanoutofthe nice a manoutofhim” can makeatooloutofthecreature or She framesdesigneducationas; relationship towards ourcommonnature. Commons, asthefocusisredefining the content ofthedepartmentcouldbe,The appropriate nameaccording tothe partment shouldbere-defined. Amore Man andLeisure, arguesthatthede Irene Fortuyn,headofthedepartment , Ruskin,J.1884).Theaimofthis ( The StonesofVe “you - - - - operandi” I recognize hisEcologyas the sent agreat potential. embraced by this challenge as they repre gy. EcologyandSustainability shouldbe paying attentiontotherole oftechnolo cultural, economicandpoliticalchange, totheurgent needsofsocial, alternatives educate committeddesignerstocreate also ecologicallyinformed.DAEaimsto guarantee thattheeducationprovided is academy, makinga this isanimportantsteptakenatthe programs around thebuilding.Though materials intobiomateriallabs,andother by creating andchangingthe workshops a At thismomentDAEisworkingtowards present intheenvironment oftheschool. ecological awareness also needstobe logical awareness inthecurriculum. But is thewayIpropose toimplement eco Transversality asfluidityandActionwhich “green school” thatIaddress inthisstudy; , whichisagoodstart green policy doesnot “modus - - - tion, valuesand commitmentthrough to communicate and transform their intui way designersusetheirown “language” and Resonance bachelor program are; The 3core competencesinthe4year competences andsignatures ofDAE. ne Osssewoldintroduced theframeof meetings on19-20may2017Jurriën in thenewcurriculum.Duringlast easy topicture howthiswillbeintegrated colleague tutorsthoughitisnotclearand sign asanurgentsubjectisrelevant for bringing EcologyandSustainablede across duringthesemeetings isthat sure. Onethemainobservations Icame nator ofthedepartmentManandLei curriculum, astutorandalsocoordi part ofthedevelopmentteamnew department are beingorganized. Iwas the skillsandtheoretical frames ofeach being shaped,severalmeetingstodefine Currently anewbachelorcurriculum is . Poetics Poetics, Mastery refers tothe - - - - - 45 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education tor, facilitator and connector. might beshift totheoneofco-crea tions. Thetraditionofthe authordesigner ethical, socialandenvironmental rela with formandaesthetics, butalsowith those skillswhichare notonlyconcerned ners mustcomprehend andmaster take agencyfortransformation,desig methods buttoempowerstudents critical thinkingandexperientiallearning political realities. DAEisemphasizing environmental, social,economicaland towards anunderstanding ofthecurrent curriculum implement Ecologicalawareness inthe work havehadrelevance. In order to surrounds usandintheway designers’ ment andawareness with the worldthat master. appropriate,designers learn, control and pe. is anoutstandingacademyinEuro maybe istheonethatindicatesDAE distinct competencefrom DAE and form andaesthetics. Mastery Resonance Resonance relates directly totheskills refers totheengage Poetics needstobefocus isavery - - - - - around theproduction ofa of designersatDAEtendtocirculate Though thediscussionoffuture skills gressively acurriculum providing students require inthenearfuture todeveloppro demand ofstudentsinthe subjectwill diverse designdepartments andthe Hopefully thisincreasing interest within social andenvironmental relevance. from graduatestudentsshinefortheir cating thateveryyearincreasing projects observation, andisverysuggestiveindi dly recognizable. Thoughthisisageneral of “production” and“gooddesign”ishar the examperiod,thatare-consideration thinking, speciallytothestudentsduring influences sohighlytheirfocusindesign this showasareference marketandit of plays animportantrole inthis production med. The yearly Graduation show at DAE good design” to theoneofproduction of sign” “good design” , Isuggesttoredirect thediscussion whichisEcologicallyinfor . Designstudentstake “good de “relevant - - - - - students towards anewawareness. how thismustconduct1styeardesign in order tobringagencyintoActionand and methodsthatstudentsneedtolearn the knowledge,competences,strategies session brought todiscussion whatis the theme“SocietyandChange”.This new project forthefoundation yearwithin sed andworkedinthedevelopmentofa departments, years,andfieldswediscus 2017) ateamof13tutorsfrom different last developmentmeeting(May20 essential toaddress thissubject. Inthe between tutorsandstaffwhoconsider For nowaglimpseofawareness isarising ces tobecomesustainabledesigners. with therightknowledgeandcompeten th

- - 46 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education mework from whichIinitiated mypedagogicalapproach. in acomplexdesignprocess; These3conceptscreated afra education andforthestudents,howstudentsperceive them I firstanalysedwhatthesethree conceptsmeanwithindesign In order tounderstandtheir features, co-relation andsubjectivity, notions; Value (Mind),Position(Society)andScale(Environment). of Mind,Society, andEnvironment through three tangibledesign I propose toexplore thesebroad andcomplexscalesofEcology Ecosophy design educationproposes anexplorationontheconceptof andcallforanurgentEcologicalAwarenessMy concern in methods andtools. 3.4- Educationalresponse: myhypothesis, [8]

(Guattari, F. 1989).According tothe Graphic #1Ecosophy SOCIAL ECOS MIND OPHY ENVIRON. (2017)

Three Ecologies - • can takeplaceinthedesign process. the notions.Oncespecific relations are establishedthenAction connections create multiplepossibilitiesandrelations between the philosophicaldomainintoadesigndiscourse. Thetransversal These conceptsstandforthe3Ecologiesasatranslation from a direct influenceinthesocio-environmental impact. and level.Changingmovingscalesindesign processes has • students are movingandworking in. context aswelltheeconomicandpoliticalforces inwhichthe ciety, andwithinadesignprocess awaytounderstandthesocial social contextandscenarios.Iconsiderpositionasa“role” inso • dents movefrom anthropocentric valuestoecocentricvalues. (local) andpractice(personal)level.Butalsoexploringhowstu perceive valueswithinthe current humancrisis(global),institution aims. Idrawmyattentiontowards HumanValues. Howstudents VALUE (EcologyofMind) SCALE (EcologyofEnvironment): POSITION (EcologyofSociety) : Referstoethics,actionsand : Conditiontoreference in Referstoimpact,measure - - 47 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [15] EDUCATIONAL APPROACH: PHILOSOPHICAL APPROACH: Graphic #2MyHypothesis (2017) MYHYPOTHESIS ECOSOPHY

POSITIO SOCIAL N ECOS V MIND ALUES OPHY ENVIRON. SCALE 48 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education knowledge generatedby theCards create anewawareness? the newinformation.Ifso, willtheaccommodationofnew environment andalteringpre-existing schemasinorder tofitin commodation istheprocess oftakingnewinformation inone’s are reinterpreted tofitinto,or assimilatewith,oldideas.Ac tion intopre-existing cognitiveschemas,hownewexperiences adapt tonewinformation.Itistheprocess offittingnewinforma and Accommodation.Assimilationishowhumans perceive and an instigatorfortransformationbytheprocess ofAssimilation (Piaget andCook,1971)IquestioniftheCards willoperateas knowledge. DrawingonPiaget´stheoryofcognitivedevelopment built betweenpositions,humanvaluesandscalesgeneratenew creating newscenariosand counternarratives.Thenewrelations and criticalthinkingenablethestudentstopositiondifferently model where everythingis connected. Theystimulatediscussion the studentstothinknotinalinearsystemratheranorganic understanding, relationships anddirections. TheCards guide method inthecomplexityofadesignprocess, bycreating new the relation betweenthethree conceptsandapplyatransversal tion andscale.Through these Cards thestudentscanexplore actions. Theyare basedon thethree conceptsofvalue,posi research toguidestudentsinthedevelopmentofEcosophical The “Cards” isapedagogical instrumentthatIelaboratedformy TOOLS - - - with theCards: I elaborateddifferent Categories andSubcategoriestooperate • Individual: • Collective: • Transit: process. • Permanent: tions are notfixedandvaryfrom onecontexttoanother. and onhowtheyoperatewithinadesignprocess. Thecondi SUBCATEGORIES: positions, valuesandscales. • Blank/blackcards: provokes thecriticalthinking andthecounternarratives. • Counterposition: • Scale: • Position: • Values the onesofcriticalreflection. from theThree EcologiesofMind,SocialandEnvironment andto CATEGORIES: measuringimpact. : humanvalues. thecards thatwillstayonlyincertainphases. positioninsociety. thecards toconsiderinthePrivaterealm. thecards toconsiderinthePublicrealm. thecards thatwillalwaysremain duringthewhole theyrefer tothecontentand conceptsderived Theyrefer tothe“conditions”ofcards the“non”sociallyaccepted.Thecards that encouragestudentstogeneratenew - 49 TOWARDS ECOSOPHICAL ACTION DESIGN

Building blocks for a new awareness in design education [16] Cards

categories (2017)

place, position condition toreferencein scene, contex : t ethics, value actions, refers to : aims measure, scale refers to level, : impact 50 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education

[17] Cards

Values ethics, (2017) value

actions,

refers to V FREEDOM : aims V INTUITION V V EQUALITY CARING V V V AWARENESS EMPATHY OPENESS COMPASSION V V DIGNITY 51 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [18] Cards p facilitator

Position (2017)

p provider p p p connector witness creator p inventor place, position condition toreferencein

scene, contex : t 52 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [19] Cards

Scale (2017) S

GLOBAL measure, scale refers to level, : impact S LOCAL S PERSONAL S S S MICRO MACRO MESO S NANO 53 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [20] Cards

Counter position place, POSITION COUNTER condition toreferencein (2017)

scene,

contex : t P destroyer P thief P P anti-hero criminal P warrior 54 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [21] Cards

Blank/Black BLANK V (2017)

V P V P P P P P BLACK 55 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [22] Cards

subcategories #1realm (2017) individual

collective 56 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [23] Cards

subcategories #2time (2017) permanent

transit 57 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [24] Printed Cards (2017)

58 59 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education for anewawareness 4. buildingblocks of Ecologytoempower designstudents. mentioned inthisstudy Iconsideritabroad frame operate withit.Iaddress and environmental localcontextsandthewaythey the relation studentsbuildwiththeirvalues,social creating Ecosophicalawareness byexperiencing of Ecology. Mychallengewiththisproject liesin of basicknowledgeandconsciousexperience tal awareness, butassumingthatthere isalack not haveacertainlevelofsocialandenvironmen at thedesignschool,notmeaningthattheydo Ecologically informedbythecurrent curriculum the factthatstudentsIworkedwithare not The educationalproject wasdesignedbasedon The EducationalProject andResults Ecosophy becauseas

- year. which can be adaptable to any situation, group and Blocks are alsoaflexiblemethodandapproach Theme ofthecurricularmodules.Therefore the petences whichcanbealignedtothecontentand knowledge, assignments,experiencesandcom Environmental, andprovide studentswithbasic mental pillarsoftheEcologyMind,Socialand short assignments.TheBlocksrefer tothefunda sophical awareness inashortperiodoftimewith Building Blocks isamethodtoconstructEco - - - 60 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education PEDAGOGICAL APPROACH: EDUCATIONAL APPROACH: PHILOSOPHICAL APPROACH: [25] Graphic #3Educational project:Blocks MYHYPOTHESIS THEBLOCKS ECOSOPHY (2017) AGENT BLOCK ACTIO IN

N S 3 POSITIO N SOCIAL ECOS SHAPING VA BLOCK VA MIND LUES LUES OPHY ENVIRON. 1 SCAL E BLOCK 2 DEEP TIME 61 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education program. the relevance ofEcologicalawareness inanestablisheddesign • Theinstigator, • Thefacilitator as; to these2operationallevelsIpositionedmyselfin theprojects when bringingEcologicalliteracyintobachelorcurriculums. Due and action.Thissituationevidencesalsothecomplexity Iaddress methods toincorporateEcosophicalawareness through content for thestudents,onotherhanditneededtoexperiment with vels. Ontheonehandithadtoprovide thedesignskillsrequired Therefore thedevelopmentofthisproject had2operationalle translation ofmedia,materializationandpresentation. students duringthisperiod,suchus:visualizationofconcepts, sign methods,skillsandtoolsthatare required forthe2ndyear the bachelorcurricularprogram, aimingtoalsoprovide thede 28 one startingonJan10 ped inaperiodof12week-sessions(6hxsession),withthefirst Leisure, inwhichIworkas project tutor. Theproject wasdevelo 12 studentsfrom the2nd year bachelordepartmentManand my Eindhovenduringthe2ndTrimester 2017withagroup of The educationalproject was takingplaceattheDesignAcade 4.1-Context. th 2017withfinalassessments.Theproject wasintegratedinto , asthedesignteacher. astakingActionwithstudents toenhance th 2017,andthelastoneendingonMarch - - - - of students,theoutcomesandevidences. • Ecosophy • Bystudentsintegratingnewknowledgeandexperimenting micro scaleapplications) gator/ observer),Scale(from macro complextheory/contextto Values (openness/ connectedness),Position(facilitator/insti • Bymyselfexploringthe3conceptsofown hypothesis; agency wasalsobrought in on2different levels; fluid pace:from thefacilitator, totheinstigatororobserver, way asIshiftedfrom oneposition toanotheroneinanorganic The methodsIemployedwere usedtransversally, inthesame tional project notonlywith contentbutalsointhewayIoperate. framework ofValue, Position,Scale,wasbrought totheeduca logies The theoryofEcosophicalawareness basedonthe Action. 4.2 -Mymodusoperandi:Transversality and Theobserver,

(Guattari, F. 2000)andmyhypothesis operating inthe through assignmentsandthrough collectivework. asaresearcher byanalysingtheaction-reaction Three Eco - - - 62 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [26] Cards: Myposition p facilitator / educational project (2017)

p instigator p observer 63 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education and transformingownsEcosophy wasachallengeforhisproject. as thisisoneoftheprinciples ofEcologySocial.Experiencing to the”other”byunderstanding andexperiencingcollectivework, tomovefromEcosystem, andthattheymayalsolearn the“me” that studentsmayunderstandthemselvesasbeing partofone ning objectivesoftheproject istocreate awareness onthefact each otheracross thedifferent blocks.Oneofthemainlear objectives areThese learning interconnected andinformed and cycles,experiencingagencyAction. the perception oftime,understanding ofcomplexsystems,risk ecocentrism pointofview, establishingnewrelations byexploring of Mindbyredefining values from theanthropocentrism tothe outcomes: • Ecosophicallearning lling, mapping,conceptdevelopment,presentation. • objectivesoftheprojectThe learning focusedinboth: also developingdesigncompetencesrequired forthisphase. 2 levels,providing students withnewknowledgeonEcologyand As mentionedinthe objectivesandoutcomes. 4.3 -Learning Design learning competences Design learning modus operandi : visualization,filming,storyte picturing theirownEcology , thisproject operatedin - - The mainpedagogicalapproach focusedon 4.4 -Pedagogicalmethodsandtools. students andtherefore whatthingsneededtobemodified. than othersandhadmoreprocess impactonthelearning of allowed metoreview whattools/methodswere more relevant An implementationofthemethodswithinthree Blocks Block, asIadaptedtothedynamicsanddemands ofthegroup. The order ofthemethodswasnotnecessarilysameineach this? Andhowdotheserelations. establishnewalternatives? and Environmental Ecology? Howdowebuildnewrelations to contexts andsituations?Howdotheyrelate totheMind,Social students buildnewrelations betweenthemandwithspecific relationality process. iskeyinthetransformative learning How Ecologies ofMind,SocialandEnvironment. with thevariationoncontentwhichreferences tothe (see chapter4.5) rent methodsandframed in thecontextofdifferent Blocks They were bothimplemented through outtheproject withdiffe (Dewey,J., 1938)and . IneachBlockthemethodsusedwere similar transformative

learning (Mezirow,J.,learning 1991). Theconceptof experiential Three - 64 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education tangible tool to guidetheassignment proceses. • Testing: clusions. Itreated themasevidencesforEcosophical awareness. ness. Thedeliveriesofthe studentsalsoguidedmetodrawcon conclusions onhowthey evolvedtowards Ecosophical aware • Analysing: during ourclasses. filmed anddocumentedtheprocess, debatesandconversations • Observing/documenting: order tobringEcosophyapersonalexperience. proposed, prepared andexecuted bythestudentsthemselvesin the studentsduringourweeklymeetings.Thesepracticeswere in theBlocks,Iproposed to performEcosophicalpointerswith • Practicing/Performing: and experienceofSocialEcology. different stagesoftheproject, asafundamentalunderstanding • Co-Creating: with thenotionsthrough a seriesofgivenassignments. • Experimenting: I usedreflective surveysat different stagesofeachBlock. to writesomereflections on thecontentandhowthey relate toit. • voices from different voices,perspectivesandangles. to thestudents,screening somedocumentaries,debatesand • Informing: METHODS Reflecting: Iusedthe“Cards” onaseriesofinterventionsas introducing ineachBlockbasicnotionsofEcology firstandaftereachBlockthestudentswere asked I usedthecollectedmaterialtoanalyseanddraw studentshadtoworkandcreate togetherin the students“practicebased”experimented nexttotheassignmentsembedded Iobservedthegroup, tooknotes, - - project inthecontextofLocality wascalled; “Thinking globally, actinglocally”wasthelinktoEcosophy. The the 2ndTrimester thethemewasLOCALITY. Theconceptof The Leisure departmentworksundertrimesterthemes.During 4.5 -Blocksandinterventions. to thestudent: reference Iincludetheabstractofintroduction thatwasgiven Ecology wasgivenduringthefirstsessionof Trimester. Asa A previous audiovisualintroduction tothethemeLocalityand knowledge andcompetencestodeveloptheassignments. in aminimunof3sessions,providing studentswiththerequired the frameworkofValue/Position/Scale. EachBlockisdeveloped ration oftheEcologyMind,SocialandEnvironment workingon lues, Deeptime, design activist” and time necessary. Allnewawareness startsfrom anindividual(local)perception ofenergy, space from feartolove,from thestandard tothedisruptive, from theideatoaction istherefore of viewdesignersare (Fuad-Luke,A.).Atransformation potentiallyAgentsofAlternatives whole ofsubjectivityandcapitalistic powerformations(Guattari,F.). From the“creative” point consciousness (Cabadas,P).From thephilosophicalpointofviewweneedtoquestion the view weare facingacriticalmomentthatispreparing humanityforanevolutionaryjumpof mation inourhumanbehaviourtowards theplanetitsnecessary. From thespiritualpointof “From thescientificpointofviewweare facinganEcologicalCrisis,andurgenttransfor .”

anditwasdevelopedin3Blocks; and AgentsinAction . Theyrefer toanexplo “The Ecosophical Shaping va - - 65 - TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [27] Graphic #4 Timeline Educational Project Graphic #4Timeline TIMELINE

INTRO-LOCALITY Jan 2017 SHAPING BL VA OCK LU ES (2017) 1

DEEP T BL OCK F eb 2017 IME 2 AG ENTS IN A BL OCK Ma 3 CT rch 2017 rch ION

END TERM ASSESMENTS sessions 66 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Eco-logic) andbymaking kinconnectionsbetweenthem. the Anthropocentric totheEcocentricpointofview (Ego-logicto dents tore-interprete thesevaluesbyshiftingtheperception from visualized themcreating digitalimages.AfterthatIaskedstu Values toguide them.Studentsexplored theircore valuesand the perception ofValues. ForthisIused the “Cards “basedon bring Consciousnesstoatangibleapplicationwe focussed on During thisBlockasanexperimentalassignment and inorder to conversation startedsharingreflexions andthouhgts. ciousness andhowtheyrelate toit.Afterthat,anopengroup individually andwriteonpaperwhattheyunderstoodbyCons notions, thestudentswere askedtouse15minutesreflect are relevant fortheEcologyofMind.Afterintroduction tothe philosophy, andspirituality, becausecombinationsofallthree They were introduced from different perspectivesofscience, chosen tobuildupthecontentoffinalassignment. dimensionality, Project Humanity andEnergy. Thesenotionswere the conceptofConsciousnessonbasisnotionsMulti During thisBlockIprepared abriefaudiovisualintroduction to ECOLOGY OFMIND/VALUES /3sessions BLOCK 1:SHAPINGVALUES

- - - Individual: visualizationofvalues. • exchange a“secret/ hidden”skill. marie Piscaer, co-drawing, group meditationsession, sharing/ a sharing thelunch,debate/defend anargumentonareading text, were proposed: sharing/makinglunch,makingatableware for ring thesessions.DuringthisBlockfollowinggroup practices group activitiesrelated totheirvaluesandperformingthemdu students toco-create partoftheirprogram byproposing different As anEcosophicalpracticeofbuildingnewrelations, Iaskedthe nation andtheproduction team. direction team,thegraphic team,theeditorialcoordi in different workingteams inorder tomakeithappen;theart and brought thepracticeof co-creation intoaction.Theyworked created. Thisassignmentincorporated acreative writingexercise A digitalarchive called practicing co-creation. • creative writing. • contribution oftheindividualvisualizationseach. Collective: create anonline collectivearchive ofvalueswiththe Assignment: Designcompetences: Ecosophical learning outcomes: Ecosophical learning Trip totheMoonandback/

“Shared Values; Reveries,Realities” visualizationofconcepts-presentation- workshop collaborationwith Anne re-orientation ofvalues, was - - - 67 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [28] Graphic #5Block1:Shaping Values /elements NO TIONS OFC EC MU PROJECT OL LT IDIMENSIONALITY OGY OFMIND ENERG HUMANI ONSCIOUSNESS: Y TY (2017)

SHAPING

BL VA OCK LU ES 1

PROPOSALS: EC DESIGN CO VISU A OSOPHICA GROUP CT ALIZ IONS CREAT PRESENTA CO

AT - L ION OF C OF ION CREAT IVE MPETENCES: WRITIN CARDS: TION ING ONCEPTS CO G LLECT FROM EGOCENTRISM V AL IVE ARCHIVEOF

UES VISU DELIVERABLES: ALIZAT ION OFV V AL T O EC UES: SHAREDV AL OCENTRISM UE S AL UE S 68 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [30] [29] Forgiveness, Oneness, Irakli Sabekia(2017) Eszter Dolak(2017)

[31] [32] Balance, Forgiveness, Eszter Dolak(2017) Sjo Schütt(2017)

69 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [33-34] Shared Values; CollectiveArchive [Online] screenshots website(2017)

70 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education EszterDolak,SandraJansen [35] Reveries andRealities;creative writingsfortheCollectiveArchive,

(2017)

71 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education ceptions. outcomes: • Ecosophicallearning media. • Designcompetences: a 1minutetimefilm. municate audio-visuallyhowtheyrelate to1min.timeanddeliver • Assignment: cene. ve scalablenotionanditsrelevance/impact withintheAnthropo Scale andthrough asarelati itweexplored theconceptofTime InthisBlocktheinterventionwithcards wasbasedon Time. tion startedsharingreflexions andthouhgtsontheperception of and howtheyrelate toit.After that,anewopengroup conversa Time reflect individuallyandwrite onpaperhowtheyunderstand notions, thestudentswere askedagaintotake15minutes ced from thescientificpoint ofview. Aftertheintroduction tothe build upthecontentoffinalassignmentandwere introdu In thesamewayasinBlock1thesenotionswere chosento Acceleration andEvolution. concept oftheAnthropocene onthebasisofnotionsTime, During thisBlockIprepared abriefaudiovisualintroduction tothe ECOLOGY OFENVIRONMENT/SCALE/3sessions BLOCK 2:DEEPTIME

1minutetime,thestudentswere askedtocom storytellinganduseofaudio-visual shiftingrelations andper ------The abstractperceptions of timebrought aquitediverseand videogame character. Or theproposal from Madeleinebecomingfor1minutetimea her bikehowtorelate totime through feelingsandemotions. give theconceptofperception oftimefrom Eszter, exploringwith to emotions,space,rhythm,habits,cycles,etc.AsanexampleI not relate to1minutetime, insteadtimeexperiencewaslinked interesting dialoguetothe topic, assomeofthestudentscould [36] Presentation 1minutefilm, Camille Brabant(2017) 72 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [37] Graphic #6 Block2: Deep Time /elements Graphic #6Block2:Deep Time NO EC OL TIONS OFANTROPOCENE: OGY OFENVIRONMENT CARDS:SCALE CELERAAC EV OL TIME UTIO TION N A EC (2017) TRIP SHARING MAKINGL OSOPHICAL OSOPHICAL MAKING A TO BASED

T

GROUP HE MOONANDBA TA VA BLEW LU AC ES UNC ARE TIONS DEEP T H BL CK OCK IME 2 PERCEPTION OFT 1 MINUTE DELIVERABLES: TIME FIL DESIGN CO IM M AU E DI ST O- OR VISU Y MPETENCES: TELLING AL MEDIA

73 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education and changingperspectives. focusing ontheconceptoftime/space, ration workshopwithAnnemariePiscaer, • A concept ofsharing,andtradition. • Sharing/makinglunch,focusingonthe (0 cost-0waste) focusing onvalues,makingandmateriality. • Makingatableware forsharing alunch, following group actions; During thisBlockweperformedthe Trip totheMoonandback , collabo [44-46] - A Trip toMoonandBack,workshop withAnnemariePiscaer [38-43] Various group Actions; Tableware andLunch (2017) (2017) 74 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [47-48] 1Minute Film, Eszter Dolak(2017) 75 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [49-50] 1Minute Film, Noor Bootsma(2017) 76 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education and systemthinking.Positioning andagency. outcomes: • Ecosophicallearning giving formtoideasand concepts andpresentation. • Designcompetences: cept/ planforanAction. where, whyandhowanactioncouldbetaken.Developacon • Assignment: ditions, aswellexploringthecounternarratives. designer couldhaveanagency, playarole andcreate newcon The cards basedonPosition were usedtounderstandhowa fictions, andotherrising. of non-disciplinarydesign-ing,counternarratives,frictionsand Activism feedback sessionwithprofessor AlastairFuad-Luke( tive. AsacomplementtothisBlockIorganizedlecture and assignment andtheywere introduced from thedesignperspec 2, thesenotionswere chosen tobuildupthecontentoffinal tals andComplexity. InthesamewayasinBlock1and the conceptofActivismonbasisnotionsRisk,Capi During thisBlockIprepared abriefaudiovisualintroduction to ECOLOGY OFSOCIAL/SCALE4sessions BLOCK 3:AGENTSinACTION , 2009)whointroduced to thestudentsconcepts mappingofalocalwickedproblem, identify mapping,materializationofconcepts, understandingofcomplexity Design - - - - derstanding thatanActioninadesigncontextcouldmeaninter micro Action.Thestudents delivered aplanforanAction,un complexity, capitals,andsystemsfrom amacro perspectiveto The ideaofthisassignmentwasbasedintheunderstanding Alternatives. Re-designingourrealitiesAlternatives. tainable future chosen textwastheessay; action-reaction, responsibility andcollectiveintelligence.The debating/defending anargumentonareading text,focusingon During thisBlockstudentsalsoperformedagroup Actionon vention, system,service,program, orevendisruptiveproducts. [51] Presentation Mapping Wicked Problem,Presentation MappingWicked byValerie A.Brown &JohnA.Harrisin A collectiveMindforaJustandSus (2015). Irakli Sabekia(2017) Agents of - - - 77 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [52] Graphic #6Block3: Agents inAction /elements MAPPING A C ONCEPT FORANA DELIVERABLES: DESIGN C W C ICKED PROBLEM ONCEPT DEVE

MA TERIALIZAT MAPPING CT OMPETENCES: IO N LO IO PM N EN T (2017) EC

DEBA OSOPHICAL AC GROUP TIONS TING T A EX GENTS IN A : T CARDS:POSITION BL OCK 3 CT ION NON DISCIPLINARY ALAS LECT TA IR FUA

URE: D- DESIGN LU KE NO EC TIONS OFAC OL OGY OFSOCIAL C OMPLEXITY CAPI RISK TA LS TIVISM : 78 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Role ofauselessmember Absence ofrelations Absence ofrelevant infrastructure Absence offriends Early retirement duetocrisis Insufficient income Depressing infrastructure Family/Friends Economy Diminishing Role [54] Fear ofaging/death Stereptypes Infrastructure Social Stigma No respect Waste visibility, Problem, Mapping Wicked Ageism No Kintsugi Culture (The Greater Leisure Time) Elderly Solitude Social Factors No socialintegration Die quietly Expected behaviour- Government Eszter Dolak(2017) Health Phychology Restrictions inEmploymentpossibility Policy -TheirrighttoPension Potenial Healthinterfere withemployment Restricting healthconditions Health RelatedExpenses Absence ofrelevant technology Absence ofconnection Fear ofthetechnology Apathy Depression TRASH TRASH disposed of. disposed or made being is waste much how view or appreciate you can how disappears magically trash your When to. attention pay or embrace people something not is Waste diary. trash aweekly life, your into keyhole intimate an it’s gross, and smelly It’s embarrassing, is Waste life. consumerism of part another just and forgotten and hidden becomes It thing? agood that is But centre. city the in up cleaning at efficient and quick is municipality The long. very for trash witness don’t you Eindhoven of centre the in Here

Exploitation

Over packaging Kleine Invisibility Unnecessary waste Berg TRAIL OF

Over consumption Grote Berg WASTE Laziness Irakli Sabekia(2017) [53]

Shame Money greedIgnorance Elderly Solitud, Mapping Wicked Problem, Elderly Solitud,MappingWicked

• space we are creating waste. creating are we space

Eindhoven has implemented electronically controlled waste stations within within stations waste controlled electronically implemented has Eindhoven is a massive issue, even in in even issue, massive a is street your on station assigned the with work only will You card hall. city it’s city centre aimed solely at residential waste. To access the station one one station the To access waste. residential at solely aimed centre city it’s

must own a city pass which is given to you on registering residence at the the at residence registering on you to given is which pass acity own must • Globally the excess of waste waste of excess the Globally • In the Netherlands and especially in the south they have big city wide wide city big have they south the in especially and Netherlands the In not come without it’s drawbacks. For example, people without a card acard without people example, For drawbacks. it’s without come not The system although efficient for waste collection and disposal does does disposal and collection waste for efficient although system The celebrations like carnival, which creates a massive excess of waste. waste. of excess amassive creates which carnival, like celebrations People literally throw their trash at their feet and use an excess of of excess an use and feet their at trash their throw literally People trash piles up, some people like to attempt to cram in waste which waste in cram to attempt to like people some up, piles trash leave their trash next to the bin or in another area of the street street the of area another in or bin the to next trash their leave does not fit into the allocated space therefore jamming the the jamming therefore space allocated the fitinto not does

residence and also releases a foul odour into the street, street, the into odour afoul releases also and residence Keizersgracht leave to but choice no with people leaves turn in which door open which blocks the waste disposal for other other for disposal waste the blocks which open door rats or if there is bad weather disposes of the the of disposes weather bad is there if or rats their waste next to the station and attracts attracts and station the to next waste their and not with any other station. other any with not and • • • • The Netherlands is marked as as marked is Netherlands The recycling scheme is beneficial beneficial is scheme recycling to the Netherlands in many many in Netherlands the to management in Europe in management having has the best waste waste best the has having energy green of Generation Recovery of valuable raw raw valuable of Recovery trash all over the street. street. the over all trash Provision of jobs jobs of Provision disposable utensils etc. utensils disposable Saving money money Saving materials materials ways. ways. . It’s . It’s 79 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [55] Presentation Action, Louise Gholam(2017) [56-58] Labeling theOtherAction, Louise Gholam(2017) 80 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education competences andtobring anaestheticvaluetotheActions. concepts withandthrough designskills.Abilitytodevelop design • Creative ability: activators responding withactions,totheabilitytakeagency. ners andallocatethemselvesincomplexsystemas potential • Agency: voices. contexts, situations,readings, documents,imagesandothers • Criticalreflection: ty toestablishnewrelations. contexts andsituationsfrom theirindividualexperience.Theabili • Relationality: on: of severalstudents.Themaincriteriaformyevaluationfocuses rent criteriaofevaluation,which are describedthrough thework and /orshiftingdirections. To analysethe results Idefineddiffe the project inaspecificdirection andalsotoevaluateprogress the studentswithtopic.Thisgavemepossibilitytofocus was toevaluatethelevelofunderstandingandconnectedness reflection. Myintentionto starttheproject withthisdiscussion ciousness wasinitiatedintheclassroom followedupbyawritten As astartingpointanintroduction anddiscussionaboutcons 4.6- ResultsandEvidences refers totheabilitypositionthemselvesasdesig refers totheabilityrelate tonewknowledge, refers totheabilitytranslateideasand refers totheabilityanalysecritically . - - - - the waytheyrelated from valuestotime,thewaytheyrelated way theyshiftedvaluesandtowards anewawareness, Through thesecriteriaIevaluated studentsworklookingat;the Forgiveness ty toTime,from CaringtoAction. 1. Ance,From Forgiveness toAwareness, from Identi from valuestoActionand how thisActionwasmaterialized. keyword.” It ispartoftheforgiveness-patience.Themostimportant soak intheirownbody. Theytakeoverslowlyandpatiently. unity canacceptthechangesofenvironment,object, external the tree, butwhatisbigger thaneventhatisroots. Thewhole the tree. Thewholetree, partof weimaginejusttheexternal “One ofthebeingwhichtruthfullysymbolisesforgivenessis

Ance Javenica(2017) - 81 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education to bringthevalue”identity”indifferent levels. cape inLetlandthisconversationtalksabouttime. Shemanaged conversation ofthree generationsofherfamily, inafrozen lands end, aprocessbutneverdead. ofbeingborn a naturalcycle,referering totimeasaflowwithnobeginingnor Here Anceexplored andreflectedTime as ontheperception of Time; AnElusiveentity, identityandcycles identity andfreedom. The core valuesAnceworked withwere; and freedom toactivateand consolidatethefocusofherwork. pocentric valuestotheEcocentricpointofview, gaveherspace the firstblockShaping Values, shiftingfrom thetraditionalAnthro withenvironmentaldesigner concerned issues.Theexercise from how shegainedconfidenceandstrongly positionedherselfasa work. Theprogress inEcologicalawareness from Ancewas and herculturalhistoricalroots were grounded inallher was emphasized.Ancehasapowerfulrelationship withnature, nity inwhichcontactandconnectiontothenaturalenvironment Anceisoriginallyfrom Letland where shegrew upinacommu forgiveness, caring, 1 minuteTime . isa - - - [59] [60-61] Forgiveness, 1Minute Film:AnElusiveEntity, Ance Janevica(2017)

Ance Janevica(2017)

82 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [62] Tableware Action, Ance Janevica(2017)

text inEindhovenandobservedtheanimalssurroundings. In thenextblockAgentsinAction,Ancelookedatherlocalcon Tableware Action gical problem. This GentleTableware isconfronting the publicwithareal ecolo process of“caring”ratherthantoaprocess ofproblem-solution. awareness-action-impact, andthattheseaestheticsrespond toa shape-material-function are drivenbytherelationship between sions. Lookingattheaestheticshere againIreinforce thatthe they actasdisruptiveobjects,confronting andopeningdiscus proposal, the debate onthistopicandservedfoodtheseplates.InAnces setting onadinnertable.AsfinalActionsheorganizeddinner- scale, from amacro globalEcologicalproblem toamicro scale This Actiontalksaboutforgiveness,caring,identity, timeand She brought tothetableall thethree Ecologiesworkedbefore. parts embeddedandatableclothwithkeydataprintedonit. She designedandproduced asetofplateswithceramicanimal an awareness Actioninaform ofaTableware anddinnerevent. consumption anditsEcologicalconsequencesproposed She mappedthewickedproblem created bytheexcessofmeat “agency oftheplates”

playsanimportantrole, as - - - 83 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [63] Tableware Actionobjects, Ance Janevica(2017)

84 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education the passionofcompassion,ispity. ment, thesentimentthatcorresponds to understood asanemotionorasenti without consequences.Compassionis man affairsthenbecomesirrelevant and between manthewholerealm ofhu as compassionabolishesthedistance According toHannahArendt (1963) Leo Orta(2017). I don´tknowwhatexactlymeans..” ..“I cannotrelate tocompassion because to Action. 2. Leo,from Compassion if virtuewillalwaysbeready toassert always existsinhumanintercourse, and hes thedistance,in-betweenwhich “Compassion,notunlikelove,abolis tion, p.86-89). see otherssuffer” sincerity thatit iseasiertosufferthan by statingincompleteand even naïve wrong, compassionwilltranscendthis that itisbettertosufferwrong thantodo (Arendt, H.On Revolu - - - - solidarity may be the alternative topity.solidarity maybethealternative If pityistheperversionofcompassion, tribution/supply andfood waste, wicked problem ofinequalityfooddis sel marketinEindhoven. Addressing the The localActiontookplaceattheWoen another studentfrom FnFdepartment. and executedbyLeotogetherwithVictor, sengers” a waytounderstandit. passion isapassion, practice theprincipleofsolidarity. Ifcom was dissolvingassoonhebrought into Leo´s strugglewithrelating tocompassion H. 1963). passions, andpityisasentiment guide action,compassionisoneofthe solidarity isaprinciplethatcaninspire and dignity ofman.Terminologically speaking, blishes acommunityofinterest forthe It isoutof isasolidarityActionproposed solidarity thatmankindesta experience “The foodmes (Arendt, Giving, maybe - - - - - through experientiallearning. of Ecosophy(EcologyMindandSocial) The process from Leowasanexploration aesthetics were generated. action -impact,andonceagaingentle outcome oftheprocess of awareness - became anactiontoolandobjectasthe middle (sharing),back(giving).Thebike ma ofthe3core values;front (receiving), as anactionobjectadoptingthesche banks inthecity. Abikewasre-designed sharing, deliveringandgivingtofood vers from sellersinthemarket, cooking, starting from collectingfresh foodlefto developedafoodcycle Leo andVictor Sharing andReceiving ascore values, - - 85 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [64-65] Food Messengers Bike Plan, Leo Orta (2017)

86 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Leo Orta & Victor (2017) Leo Orta&Victor Woensel MarketEindhoven, [66-67] Food MessengersAction,

87 88 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education anxiety for“making”design. tion of“designproduction” from theAcademyisevidentintheir not payingenoughattention tothequalityofcontent.Thetradi study systemandcurriculumforces themtoworkcompulsively, ring themodulesindesigndepartments.The pressure ofthe du • Studentsarewiththequantityof “learning” veryconcerned highlight thesereflections; students, colleaguetutorsandmyobservations,I wouldliketo plying along-termevaluationwouldbemore accurate.From the in theirapproach tosubjects, topicsandenvironment, thusim up trimestermodulefrom this group andIcanappreciate ashift recently present duringthemidtermpresentations ofthefollow to reach collectiveEcosophical awareness. ThoughIhavebeen in depth.Oneproject, inregards tothetimelimit,isnotenough ble amountofnewinformationthatneedstobeexplored more response. Theproject provided thestudentswithaconsidera hard forthemtointegrate the knowledgeintoaconsciousdesign ce. Theymightintellectuallyunderstandtheurgencybutitisstill lated therelevance ofEcosophical awareness fordesignpracti On shorttermishard toevaluate ifthegroup ofstudentsassimi The studentandtheteacherperspective. 4.7- Reflections ------the 2ndyearstudents,soasimplificationonexpectations • Thelevelofcomplexitytheproject wasmaybetoohighfor cards operate. ronment isbasedonthecontent,approach andonthehow are acleartranslationtotheEcologyofMind,Social andEnvi thodology ingeneral.The questionifValue, PositionandScale from Ecosophytodesignbutalsokeynotionsinme represent notonlymyframeworkandapproach oftranslation and Scaleare three relevant notions indesignprocesses. They is introduced intheclassroom withtheCards? Value, Position What happenswhentheframeworkofvalue,position andscale The Tool, theCards tand it? notions weworkedwithare Ecology?Dotheyneedtounders and relation toEcology?Do thestudentsunderstandthat sonal evaluation.Dotheassignmentsprovide enoughtranslation these questionstotheproject whichItookintoaccountforper • AftertheEndtermassessmentscolleagueteachersbrought density seemstohavecomesimpletranslations. seeing theresults andfinal presentations oftheproject thewhole and deliveries of the students would be reasonable. Though after

- - - - 89 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education within themaps ofwickedproblems. as theyinvitedstudentsto takedisruptivepositionsandactions added thecriticalreflection thatisneededindesign activism, on them.Thecounternarrative brought bythe“black” cards were abletocreate different scenarios ofactionsandto reflect relativity ofscaleanddefinedtheirpositionasdesigners,they tainable path.Oncetheymadechoicesofvalues, explored the build betweenchoicesisessentialforstudentsthe takeasus critically. Reflectingontheirchoicesandthenew relationships • and tocreate multiplescenarios. concepts are tangible.The cards facilitatedstudentstodoso ses isonmakingchoices.Makingchoicesbecomeseasierwhen the thingsthatstudentsstrugglemostduringdesignproces makes studentstodefineandorganiseclearlytheirmind.Oneof Ecosophy. Thevisualandtangibleconfrontation tothesevalues man valuesalsopointsthedesignquestionintodirection of values. Thefactthatthecards ofValues refer specificallytohu the words/definitions toaddress certainemotions,feelingsand tion ofvaluesisimportant,butveryoftenstudentsdonotfind Mind isimportanttoestablishnewsubjectivity, areconsidera abstract conceptsontocleardefinitions.AsforanEcologyof • The Cards asareflective tool The Cards asatangible tool enable studentstotranslate conduct studentstothink - - - - sally. Theconnectednessbetweenthethree notionsisnotlineal intervention settingsandencouragestudentstothinktransver • adapt andoperateintodifferent contexts. activating criticalthinking. Flexibilitythenrefers tothe abilityto also operatedasareflective tool,facilitating,encouraging and Ecosophy ach ofstudents,outthecontexteducational project of Academy inDenHaag.Testing theCards withadifferent appro pective Itestedthemwithagroup of5studentsfrom KabkArt situations. Inorder toevaluatethecards withabroader pers linked tootherpedagogicalandeducationalframeworks and from Ecosophytoadesignframework,thoughtheycanalsobe The Cards inthecontextof thisstudyare linkedtomytranslation with nolimitations they willhavealimitedframeorstayopenandgrowing As aremark ontheflexibility ofthecards Imaydecidewhether values andpositionsbutalsoastoreminder oftheirchoices. the system.StudentsusedBlankCards notonlytoaddnew their choices,andasanopentoolintegratesthenewchoicesin “blank” cards alsooffersthe possibilityforstudentstoexpand instead itoffersmultipleentrancesandexits(Rhizome).The The Cards asaflexibletool andoutoftheeduactionalcontextDAE,Cards offerthepossibilityofdifferent - - - 90 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Values- Block1 Card intervention, [68-70] (2017)

notes,Values- Block1 [71-73] Blank cards students (2017) 91

TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education of individualdesignersmay shifttothe“other”. strong present conditionfor thestudents.The“me“asdefinition at DesignAcademyEindhoven duringthelastdecadesisavery The traditionalindividualismofthe“Author”designer reinforced peer topeer. in otherspeoplework,andissomeonewhoworks inteamsand a personwhoisabletoengagepeopleinhiswork andengages alone, isapersonwhoshares, connectsandgivestoothers,is The “Ecosophicaldesignactivist”isapersonwho doesnotwork patory workisoneofthekeyelementsSocialEcology. to different situations.The engagementincollectiveandpartici relationships amongeach other strengthen theabilitytorespond by definingandbeingaware oftheirownSocious.Buildingnew values (Shared values)and practicingdiverseactions,butalso to collectivework,notonlybycreating acollectivearchive of exercise shapingtheirvalues (EcologyofMind)studentsmoved of thecomplexitysystemsandpositioning.From anindividual and influenceothersaswelltheirenvironment. Beingaware consequence theirchoices,actionsandworkhaveanimpact students experiencethattheyare partofoneEcosystemandin One ofthemainobjectivesthiseducationalproject wastolet Social Ecology, from the“me”to“other”. - dition ofdesign,butintheEcosophicalapproach thefocusinput Design forSustainabilityapproaches the“other”asafocuscon plinary design, feedback sessionwithprofessor AlastairFuad-Luke( Moon andback” the collaborativeworkshopwithAnnemariePiscaer an exampleofcollaborationwithotherprofessionals tomention processes.of participationwhichleadstonewopenlearning As sophical group Actionsproposed bystudentswasanexercise students andcollaborationwithotherprofessionals. TheEco “me” tothe“other”bypracticingparticipatoryresearch withthe consequently brought my self toexperiencetheshiftfrom the mental tomyownEcosophy. Duringtheeducationalproject I Bringing othersperspective,inputandexperienceisfunda ”other” (socialrelationality) andestablishnewrelationships. on howwedesignforandwiththe“other”,relate tothe

March 8 (Feb.14 th 2017). th 2017) andtheintegratedlecture and “A triptothe Non-Disci - - - - 92 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [74-75] Students workingintheCollectiveArchive (2017)

93 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Alastair Fuad-Luke, [76]

Lecture Nondisciplinarydesign, (March 7 th 2017)

94 95 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Experiential rience it,thusasapedagogicalapproach Iregard tobringstudents fferent Ecologyistoexpe pedagogicalmethods.Thebestwaytolearn level ofcommitmentandattitude,whichcanbebrought through outdi Ecosophical awareness notonlylaysincontent,butalsoimpliescertain to positionitinthepedagogicalapproach ofdesigneducation? cal approach work?Canwetalkaboutanewawareness andifso,how thought andactionindesignstudent’s practices?DoestheEcosophi istakenfromWhat learning thisstudytellingusaboutreorientation of this subjectintoacollective attitude. powering individuals totakeagencyandactionisfundamental tobring As aneducatorandinstigatorforEcological awareness Ipointthat em educational approach. rience andEnvironmental experiencemustbethebaseofanEcological learning (Dewey, learning J.1938);Mindexperience, Socialexpe 5. CONCLUSIONS - - - - - 96 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education fic knowledge, whichwasnotaffordable andavailable. Ecology ofEnvironment, asthislastonerequires specific scienti an explorationoftheEcology ofMindandtheSocialthanin of thelimitationseducational project Ifocussed more on lectures andworkshopswere difficulttoarrange.Asacondition for theexecutionofproject andinconsequenceexternal in thelimitedtimeperiodof12weeks.Ihada budget was veryintense.Iworkedwithalimitedgroup of12students logy andtherefore mypreparation fortheeducationalproject As adesignerandeducatorIhadlimitedknowledge ofEco educational project are proof forthecomplexityofprocess. The limitationsIencountered duringtheexecutionofmyown and workshopsare essential anddeserveaspecificbudget. with thecontributionofexpertsinfield;lectures, seminars cing andembracingEcologicalawareness needstobuildup ce andprovide alltheneeded knowledge.Acurriculumenhan • Budget: integrating. Studentshavealimitedtimeofstudy. • Time: and staffmembers. • Barriersforteachers: and hasitsownlimitations. Implementing Ecologicalawareness incurriculumsiscomplex 5.1 -Problems andLimitations agoodcurriculumneedstimeoftesting,growing and educationalinstitutionshavelimitedbudgetstofinan Lack ofknowledgefrom current tutors - - - - anxiety amongstudentswhobelievethateverytrimesteroftheir conditions theirstudies.Thispressure creates certainlevelof time pressure dictatedbytheeducationalDutchsystem that It isimportanttomentionthatstudentsalsohaveafinancialnd rriculum Irealized ofthevalueandpotentialmy studynot Leisure andbeingpartofthedevelopmentteam thenewcu Astutorandnowascoordinator ofthedepartment ofManand learning. ce tobeopenandsupportiveforexperiential transformative bachelor educationalbackground, confirmsthiseducationalspa is notonlymycurrent educationalpracticeground butisalsomy My experiencetakenfrom theDesignAcademyEindhovenwhich contributor ofawareness production. ce mypositionasanon-contributorofwasteproduction butasa tand production inotherterms ofactions.Inthissense,Ireinfor as adesigner, movingfrom a non-production attitudetounders This studyhashelpedmetodefineclearlymypersonalpractice 5.2- Personalandprofessional gains the firsttolastyear. developed andembeddedacross thebachelorcurriculumfrom “Productive” Ecologicalawareness asacompetenceneedstobe knowledge, developingcompetencesandproducing results. study mustbeas“productive” aspossible,intermsofacquiring - - - - 97 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education the fundamental competences for design students to learn. the fundamentalcompetences fordesignstudentstolearn. in general,therefore Ecological awareness mightbecome oneof cipline indesignbutitneedstobeaconditionfor designpractice Design forsustainabilityshouldnolongerbeaddressed asadis 5.3 -Recommendations and reflecting inmypersonalenvironment. practice withstudents,colleagues,methodsand space, Mind, SocialandEnvironment, establishingnewrelations inmy nal butalsosharableEcosophybyexploringmyownEcologyof of relationality Itriedtobuild upduringthisstudymyownperso processa learning duringthisstudy. According totheprinciple fy, focussingonessentialsanddefiningmypreferences hasbeen tosimpli moving withfluidityisformeawayofsurvival.Learning to establishedsystemsandframes.Thinkingtransversally se scales and dimensions, which makes it very difficult to be fixed many reasons myprofessional andpersonallifemovesondiver Complexity isaverycommoncontextinwhichIoperate,for only onapersonallevelbutalsoprofessional one. rriculum Irealized ofthevalue andthepotentialofmystudynot Leisure andtakingpartof the developmentteamofnewcu Astutorandnowascoordinator ofthedepartmentManand - - - - - a conversationthatcanbedirected tomanydifferent fields,inmy of view, isaninvitationtothinkandreflect onthistopic,itopens Ecosophy, theapproach toEcologyfrom thephilosophicalpoint education muststartdealing withthesubjectfrom the base. educational institutionsfrom primarytohigheducation, design awareness forasustainablefuture needstobeembracedby jects andassignmentsinthefollowupyears.Though Ecological which canleadtolevelsofexperiencethrough different pro wide understandingofEcology(macro) inthefoundationyear, ples andnotionsofEcology. Isuggestacurriculum providing a project isthelackofbasicknowledgestudentsaboutprinci One ofthemaindifficultiesIencounterbydoing the educational serious from thefoundation year. in thebachelorcurriculumsandmyopinionshouldbetaken in theimplementationandintegrationofEcologicalawareness Scale isoneofthemultipletranslations.There isareal potential My translationwithintheframeworkofValues, Positionand multiple translationsofpedagogicalmethodsandapproaches. education offerschallengingexplorationsandthepossibilityfor Ecologies: EcologyofMind,SocialandEnvironmental case tothefieldofdesign.LookingatEcosophyfrom the indesign Three - - 98 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education interest wecanmovetoacollectiveattitude. dents are potentialagentsofactionsandhowfrom anindividual proof, inashortperiodoftime,withlimitedresources howstu “Building blocksforanEcosophicalAwareness” blem, astheyactivatecreativity andinstigatenewapproaches. should startlookingatthemasachallengeinsteadofpro To concludethisstudyIstatethatthoughlimitationsexist,we a reference andwillbemore encouragedtofollowup. towards acollectiveEcological interest. Studentswilltakethisas tion showandembraceashiftofconsciousnessproduction collective. DAEshouldpayattentiontothefocusofGradua this subject,stillremains as anindividualinterests ratherthan students onEcologicalissuesisdemandingtopayattention has abiginfluence.Thoughtheincreasing awareness among design” condition ofproduction towards thetraditionalculture of Design studentsatAcademyEindhovenhaveapre- . AsmentionedinthisthesistheyearlyGraduationShow hasalready “good - - - 99 100 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education March 30 Head ofManandLeisure departmentDAE Conversation withIrene Fortuyn March 30 Executive director from DesignAcademyEindhoven Conversation withJurriënneOssewold Feb 3 Head ofSustainabilitydepartmentatIEDMadrid Conversation withVictoria dePereda which are keyinformingthispaper. for Sustainability, Iselectedextractsfrom 3conversations study withexpertsinDesignEducationand 6.1 -Conversations From thedifferent conversationsmaintainedduringthis rd 2017 th th 2017 2017 [Original spanishaudioonrequest] [Original englishaudioon request] [Original englishaudioonrequest] 6. APPENDIX 101 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Extract #1Sustainabilitydependsonpeople. Feb 3 Head ofSustainabilitydepartmentatIEDMadrid Conversation withVictoria dePereda newspaper are articlesaboutneweconomies,sustainability.. facing us,inSpain,andthatyou cannotavoid..everywhere, inevery much effortatIEDtomakethis understoodnowitisa reality thatis to theeconomicalandindustrialdevelopmentofcountry. Afterso the economicalissues,becauseouractivityasdesignersislinked 100% on alltherest oflivingspiecesintheplanet,andcoursealsoincludes society, alltheenvironmental issueshathaveadirect impactonusand Sustainability asavaluehasbroader holisticapproach whichincludes and allthedepartmentsare onit.Buttheystilldon’t understandthat ... Sustainibilitynowbecameoneoftheneweducationalvalues ofIED I buildupwithalmostnobudgetapathwhichgrew upintowhatisnow. my perseveranceandconvinctionstartingsmall(notinlarge scale) vinced itwouldneverwork.MyexperienceatIEDwasveryclear, from things happen,butifhispersonisnotthere deeplyengagedandcon people. Andthisnexttoagoodstrategyandprogram canmake to besomeonewhoactivates,anactivistmobilizesideasand tion with130employees,andalmost1500students.Thispersonneeds In thecaseofIEDMadridIwasthisperson,andwewere abiginstitu the schoolsorcompanies,youneedofonepersoninside,onlyone. mental oreconomicalnewcriteriatochangethewayofthinkinginside the samething..inorder to introduce Sustainabilityorsocial,environ companies andfoundationswiththeRSCdepartmentstheyallsay bility inanyarea dependson thepeople.Iamnowworkingwithdifferent VdP: rd 2017 Irealized thatalldepends on people…theintegrationofsustaina [Original spanishaudioonrequest] - - - - Extract #2RealityinEurope. to thecurrent situations,andthenyoucanunderstandwhyneedto need tomakeinorder tounderstandhowdoweliveandwhatdrove us paradigm thatthingsare notworking?Theseare thefirstquestionsyou sustainability itinthisparadigm?Andthen…whathadhappen inthis the developmentofthisdepartmentwas..Whyisnecessary to address understand whyitsnecessarytoaddress it.Myfirst reflection during knowledge. You cannotaddress sustainabilityintheprojects ifyoudon’t bility inthearea of“project”, buttheylackbasictheoretical frameand and UniversitiesinEurope address thetopicofEcologyandSustaina get whitecards toexplore newprojects. Mostofthedesignschools be anexperienceprofessional andyouare convincedonyourideasyou of “independency“whichisoneIEDadvantages,andifyouproof to a profound changeofcurriculum isalmostimpossible.Itrequires alevel support. Theyare confronted withverystrong Universitieswhere doing lopment ofourarea ofSustainability atIEDastheyalmostdon’t have Clare thedirector ofSustainRCR,shewasveryimpressed ofthedeve MellonandRoyalCollegeofArt,talkingwith London withCarnegie of theecologicalcrisisintheircurriculums.Ihadrecently ameetingin design schoolsinEurope is thattheydon’t wanttoaddress thereality VdP: whathappenwithalmostthe90%ofEuropean Universitiesor - - 102 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Extract #3EducatingforSustainability. thinking basedonexperience. ..for example…Inthiswayyouimplementwithstudentsasystemic to understandcycles…sotheygooutthenature andobservebirds most importanttothere-connection withnature, asthisistheonlyway scene, materials,everythingthathastodowithenvironment... butthe what isanecologicalfootprint,totheimpacteconomies,source program forthestudents. Now inthefirstyearheteachesstudentsfrom Manuel Quiros istheperson withmeatIEDwhohasdevelopedthis can gettheirfeedbackandguidanceinpersonalprojects. we dotutorialclasses..wehavelikeapoolofexpertsandthestudents some conceptsthatare related totheirdepartment..andinthe4thyear king, cycles,etc..andinthe3rd yeariswhenstudentsstartexploring everything worksinlayers..asecondyearfocussingonsystemicthin land intheplanetEarthandsomeonewillexplainshowyouhow for Sustainability. Thefirstyearhasabroad approach.. islikeifyou will perspective tothemicro and veryspecific.IswhatwecallEducation VdP: Now wehavedesignedaprogram whichgoesfrom themacro - 103 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Extract #1Traces oftheAcademy. March 30 Executive director from DesignAcademyEindhoven Conversation withJurriënneOssewold creating newforms,etc.. influential aswell..Thismeansthatyouadddefiningwhat design isand to giveformtheirpractice”,really addtothedomain….andthatits teach studentsforthispractice”,butwesay”wewanttotrain students want toaddthediscourse,sowenotonlysay“thisisdesign andwe ve at education, which makes that we add to the discourse. We explicitly tion, whichactuallyitsmixedwithus,welookfrom thedesignperspecti The otherthingisbecauseofourapproach todesignandeduca work theymake,forme,thatisalsoinfluential,that’s onething. extended community, andifyouseewhatthesepeopledoalsothe people isthealumni,butalsoteachersandex-teachers,it’s abig would saytheinfluenceisinpeopleandwhatmake,our many countries,currently we have67nationalitiesintheSchoolthatI things; OnethingistheTraces; becausewehavesomanyalumniin most influentialschools……..butIwillsaythisitsactuallytwo I don’t knowwhatAliceMorby meansbyconsideringDAEoneofthe that momentisTraces, Traces oftheAcademy. Soifyouaskme…., we willhaveourbigAnniversary. Thethemeweare buildingtowards are raisingbecausein2022 theAcademywillbe75yearsoldandthen JO: pe, whatdoesitmeaninfluential? MMG: That’s aninteresting thing,andactuallyit’s thesamequestionwe th

DAE isconsidered asone of themostinfluentialschoolsinEuro 2017 [Original audioonrequest] - - - Extract #2TheEcologyofDAE. departments, becomingOneschool. a profound changeintegratingthetheorybutalsoskills withinthe we needtochangedeeplythe curriculum..weare really tryingtomake even inpracticeisnotfocussingenoughmastery.. andthat’s why in ourclasses,maincoursesare focusinprojects andpractice,but JO: ty, theoryandknowledgeintegratedintheprojects.. with mystudents,theydemandmore structured programs, more securi MMG: are verysensitive,ofcourse. for them.Theydemandsecurity, theydon’t haveaframeworkandthey conservative asaresponse totheconstantchanges,itsoverwhelming to feelsafe.Sometimesforthesenewgenerationsitshard nottobe us.. Thestudentsasanewgenerationwanttokeepiteasier, theywant generations. Ifwekeeponchangingthestudentshavetomovewith students havethefeelingthattheytostayput…clashbetween be balancewithasolidadministrationthatstaysput.Otherwisethe But givingenoughfree space forthestudentsandteachersneedsto its alwaysgoingon..butsometimesweneedtoputadot.. when thishappenswestartchangingagain..itsaboutimagination,that more problems withfixingthings,letssay“stickingtoonecurriculum”.. fluid. Itsnotrigid,itsfixed,neverfinished,Ithinkwe cause weexistsofhumansbutalsobecausewhatcreate isalways JO: MMG: it’s abigopportunityforus,becausewe don’t haveenoughtheory That’s interesting ..firstofallweare alivingorganism,notonlybe thisisanincreasing demandofstudentsIseeitinthelastyears HowwillyoudefinetheEcologyofDAE? have - - 104 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Extract #3Towards anewcurriculum. phical approach ofMedia,itiswhatis..andmovesaround… part ofit.ThisiswhatIlikeabout thenotionMediaEcology, thisphiloso that everyoneispartofEcology, andevenifyouignore ityouare still a broader perspectiveatEcologywithamore holisticviewandembrace waste management,etc..Theotherpossibilityyouwecando istotake to taketowards agreen school,howwecandobetterwiththebuilding, that; already ateamofstaffandstudentsare lookingatpossibleactions important weneedtodoitinourenvironment, andwedohaveplansfor needs… Forthisweneedexpertstodoitinthecurriculumbut alsovery explicitly asaseparateclass,giveitplaceandstage..that’s whatit mented ineverything.Buttobringtheawareness weshouldaddress it ven, thatisapartofallclassesitsaboutanawareness thatisimple tion yeartothe4thandinendwhatyouwishisthatinterwo specific class and every students has to take this class, from the founda a lotofemphasisonitinsuchwaythatemancipates.Itbecomes for individualsmaybe,butusinthecurriculumisnew…wecouldput JO: awareness inthecurriculumin ispartoftheagenda? MMG: in thatsense. so itshouldbemore apart ofourcurriculum,andweshoulddobetter addressing whatsgoingon… andithappens,butbyindividualstudents, se thatwasverymuchaboutengagement,theworld,andalso I thinkthatwestartedtoseethisdirection lastGraduationshowbecau JO: ted inthecurrent affairsin thecontextofAnthropocene? MMG: You coulddo 2thighs;Whenisanewtopic,whichforusitis,not Ithinkwecoulddobetter, it’s anewdirection fortheAcademy. And howdoyouseeastartinglineatDAE?integratingEcological DoestheAcademyplayan”influential” role withinwhatis reflec ------JO: curriculum, that’s theonlyway. integrated..and that’s whywewanttoaddress itexplicitlywithinthe also needstime,firstbringitin,theawareness raisesandthenbecomes to thisatall,alsowithintheMasters.Anditsnolongersustainable. It in thisfieldandIjustseealotofdepartmentsthatdon’t payattention approach foralotofpeople.Designershaveanimmenseresponsibility the sciencesasisbecomingmore relevant.. itsgoingtobeadifferent ciples; writers,architects, philosophers,etc..Nowweneedtoenhance JO: on thefield? MMG: one tofour. weeks, butitsgoingtobetherelinefrom aspartofalonglearning year to be,weare goingtodiscuss thisinthedevelopmentmeetingsnext it shouldbe.InthenewcurriculumstartinginSeptember2017isgoing doing thingsbuttherelinewithinthecurriculum..and isno longlearning the profession ofthedesign. Individualteachersanddepartmentsare social diversity…butIthinktheEcologicalawareness shouldbepartof its notthere yet..there are alotofissuesweshouldaddress, alsothe part oftheirlessons,shouldbethere everywhere… Itsverystrangethat going toexperimentwithit..andinthetheoretical frameisgoingtobe with textiles,weare going to haveabio-lab,food-lab,sostudentsare 60%..is workingprogress… andthat’s thewaywewanttodoit..also now theplasticworkshopaimstohaveonlybio-plastics,ison from there ontointegrateitintotheclasses..Alsoinworkshops.. Theplannowistoaddress itexplicitly, toputitintheagendaand notyet…..UntilnowwebasedoureducationontheBauhaus prin theseare verygoodnews forDAE..are youworkingwithexperts - 105 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Extract #1AManoutoftheCreature. March 30 Head ofManandLeisure departmentDAE Conversation withIrene Fortuyn Woman. these 4yearsthatstudentsare here theyfirsthavetobecomeaMan/ certain skillstoexpressof courseyouneedtolearn yourmind, butfor your tricksare obsolete,soyouhavetodevelopamindfree tochoose, when youare aTool? You cansurvivewithcertaintricksbuttomorrow this perfectdesignTool andnotaMan, and then...whatcanyoudo out ofthecreature insteadofaTool. Insomedepartmentsyoubecome we are doingintheLeisure department..weare aimingtomakeaMan a tooloutofthecreature,orManhim” its expressed inabeautifulsentencethisbook been workinginthere, that there isapersonbehindeverycreation…and of GothicCathedrals,yourecognize ineverydetailthatacraftsmanhas cannot recognize thehand. WhileintheGothic,andthat’s thebeauty man isnotpresent initanymore.. soitbecomesabigabstraction,you man shouldmakeaperfectsphere anditwillbeperfectwhenthecrafts between theGothicandRenosance;Ingreek systemacrafts Venice. HeisabigloveroftheGothicandhetellsaboutdifference pher, intheindustrial revolution times,statedinhisbookTheStonesof also Ok.ItcomesdowntowhatJohnRuskin,19thcenturyphiloso are bothquitepresent inthedifferent departmentsandmaybethat’s Leisure Ioftentalkaboutthat there are twowaysofeducating,andthey IF: When ItalkaboutDesignAcademyandourdepartmentMan th 2017 [Original audioonrequest] “ You caneithermake , andIfeelthatwhat - - - schools whichare evenbetter. educate, inthiswayortheother, becauseIthinkforthe“Tool” there are think thatDAEshouldtakeastronger positioninthewaytheywantto for industrytoworkinthisworldandfield,whichisalsoneeded.ButI dents tobecomeindependent,insomedepartmentstheyprepare them departments theystartwithensuringskillsandthengrowing thestu The beautyoftheDesignAcademyisthatithappensboth,insome - 106 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [Original surveysonrequest] Survey #2 ness. Iincludeasummaryof me anideaofwhere andhowtostartwithstudentsregarding theirlevelofaware The firstsurveyaddressing Consciousnesswasthemost relevant tomeasitgave Survey #3/Block3/Complexity Survey #2/Block2/Time Survey #1/Block1/Consciousness of eachBlock; reflective surveys.Iconducted3 reflective surveys,eachoneduringthefirstsession During theeducationalproject studentswere askedtorespond somequestionson 6.2- ReflectiveSurveys and Survey#3 . Survey #1 andscannedcopiesofsomesamplesfrom - 107 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Survey #1/Block1/Consciousness/Part1 (January 2017) [77] MADELEINE: IRAKLI: WHAT DO YOU UNDERSTAND BY CONSCIOUSNESS? maybe our"capacities".Moreover our phisicalbodybecauseitispart mind.it isuppermostlayerofour brains complicatedfunctioning. the bodyalsorunsbythis for meisastate,propertyof awareness. phenomenon, andfollowsthemind stimuli. "phenomenon", thatemanatesfrom the environmentandrespondto I likethedefinitionofa Consciousness allowustoanalyze of ourprogramashumans,or Date: 16.01.2017 BLOCK 1:CONSCIOUSNESS Reflective survey #1 Summary Survey #1;Consciousness/Part 1 NOOR: CAMILLE: in theworld.Itsaboutfeeling Reception, perceptionof that "you"halsohaveanimpact it istherealisationofthings.Not responsibility . Raises judgements,feelings, impact hasonyourlifeand consciousness opinions, whichalterthe that cutsfromperceptions. surroundings..understanding things.understanding without but alsoknowingwhatcanof only knowingaboutsomething reflection eithercreatesnoise responsible andtaking reflection.Considering that (2017) SANDRA: NELE: particle andmakesmeableto that makesyouconnecttothe being, givingmetheperception An entitythatispartofmy relate toit universe.The abilityofconstant It istheunseenpartofyou, The changing. realization oflife.Something of beingaunit.Itisinevery ESZTER: LOUISE: multitude ofconnections A phenomenonthatmakeus human beingsperceivingthings..A awareness.being consciousmake others( human,animals,objects..). you areseparatefromyourown physically, asortofnetwork.Ithas us abletogivearesponswhat different levelsanditseemstobe A partofyourwholewhichallows happening, bothmentallyand a stepfurtherthansimple body. An imagination.. we areawareof. you toseparateyourselffrom Sometimes evenmakingyouthink ASSANI: ANCE: and thoughts..themovingpowerof Realisation ofmestilllivinginthe body withtheseveralsenses; The unitofthesoul,spirit,mind hearing, smelling,touch,etc.. material butinvisible.. moment, throughthefeelingof our innerlife,thelifewhichisnot LEO: SJO: influenced byeducation,politics, different scales.I´sabletocollectbut is connectedtotheexternalworld, information intocontextanditsableto Consciousness issomethinggrowing, makes youawareofyourexistance that youfeedwithexperiencefromthe moment youareborntilldie..Its actions. understands onadeeperlevel.,puts language..we havetobeconsciousof the interactionwithpeople,is of it. and affects onyourdecissionsand time, happenings,environment.It The partofyouthatfeels,realises, that information,beaware;master something individualwithinourselves.It also togiveinformation.Itplacesyouin reflect onthethingshappening 108 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Survey #1/Block1/Consciousness/Part2 (January 2017) [78] MADELEINE: IRAKLI: 7 MADELEINE: IRAKLI: FROM 1(LOW)-10(HIGH)WHEREDO YOU PLACE YOUR SELFCONSCIOUSNESS? HOW DO YOU RELATE TO THE NOTIONOFCONSCIOUSNESS? with..I wouldrathersaybothare state ofconsciousness.Thecalm consciousness.. of consciousness. by learningandbeinginbalance stream ofthoughtallowsthemindto more accurateway. Silencingthe body. Iintuitively makeahierarchy. I relatetomyconsciousnessasa intricated, interwoven,bodyand positions ismaybenotthethruth,but thats theideaIamcomfortable achieve amoreopen,mindfullstate my body. Iamawarethatthis calm andclear, thehigherismy numbers, itsreductive.Imeasureit consciousness isstrongerthanmy faithfull tomyvalues. In myinternalsubjctivevision, My mind(consciousness)canpush state ofmind.Themoremymindis clear mindpercievestheworldina Summary Survey #1;Consciousness/Part 2 Idontwanttoput CAMILLE: NOOR: 3 NOOR: CAMILLE: mental reflexes.Fortakingcare work onandfeedforfinding I thinkitisaprecious slaves ofourthouhtsand conscious state,andnotnotice I amnotconsciousaboutlife trouble withreflectingonmylife Peace(love?) andnotbeing and actions,because of ourconsciousnesswehave sometimes itsscarytobe to learnhowclearandclean imagination statethanina achievenment thatweshould our mind. it. Icanalsohavealotof yet.I canlivemoreinan Conscious too. it fluctuatesalot (2017) NELE: 7 SANDRA: NELE: SANDRA: 9 a soul.Ifeelveryconnectedto but one.Reliablestubborn. Its importanttoloositfromtime get along.ItfeelslikeIamtwo my soul.Likeabestfriend..We I neverthoughtabout to time(dreaming).imightbe consciousness consciousness, formeitsmore part ofanoveral . ESZTER: LOUISE: NELE: 6-7 ESZTER: from4-7 A tooltogetabetterunderstanding what extend..idontknow. Whatare something wecantrain,whatto the worldorpeople. wish towithdrawfromquestioning I amnotempatheticorcaringof the limitsofourconsciousness? of thesourrandingenvironment, and "befree"(fromanalysing) It makesmequestionbutalso from thought.Butalsonotinaway Does evolvedependingonage?. ASSANI: ANCE: ANCE: 6 ASSANI: 7 I gottounderstanditwhenstarted contrast tomysoulkeepingthe information ofmyidentity, follows one mind..Mymindissmall…in Buddhism. NowIthinkaboutit attention toit..We cangetlost for meisinsoul,spiritandthelast my meditationswhichrelateto consciousness prettyeasy. from awarenessand ultimate human-nonhuman experience..part ofsomething and lifes. The spirit,thewhole once inawhileasweneedtopay bigger. me fromdifferent bodies,centuries LEO: LEO: SJO: SJO: 7 definition ofit.Istruggle..Itfeelslike become confidentwithinmyselfs,is adress whenyoudontreallygetthe you donthavestablesteps. Consciousness ishowIgrow, howIdo Do youcareabouttheplanet? personal andsubjective.Difficult to selfdestructie? Doyouexperiencelife? helpful toliveandnotbescared.Do you aretryingtoclimbastaircasebut It seemsasubjectdifficult tograsp, is bad? make myselfgrow.The wayIcan you takecareofownlife? Are we I don´tknow, what isgood?What 109 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [79] Survey #2/Block2/Time (February 2017) Survey #2;Time, Survey #2;Time, Louise Gholam (2017) [80] Survey #2;Time, Survey #2;Time, Leo Orta(2017) 110 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education Survey #2/Block2/Time (February 2017) [81] Survey #2;Time, Survey #2;Time, Irakli Sabekia (2017) [82] Survey #2;Time, Survey #2;Time, Eszter Dolak(2017) 111 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [83] Survey #3/Block3/Complexity (March 2017) Survey #3;Complexity, LeoOrta(2017) [84] Survey #3;Complexity, EszterDolak (2017) 112 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [85] Survey #3/Block3/Complexity (March 2017) Survey #3;Complexity, LouiseGholam (2017) [86] Survey #3;Complexity, NeleHartmann (2017) 113 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [An editedfilmdocumentwillbeprovided] tions. group discussions,reflections, feedbacksandpresenta tion wastakenindifferent sessionsspeciallyduringour During theeducationalproject audiovisualdocumenta 6.2- Audiovisualdocumentation - - 114 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education 115 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [87-96] Screenshots FilmingDocuments (2017)

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[Online] Journal ofDesignResearch,Journal 11:4,pp. Proceedings oftheXVthWorld Congress . [Online]Available from:http://www. [Online Video] Available [OnlineVideo] from: School of Design, Carnegie Mellon School ofDesign,Carnegie th th th 2016] 2017] 2016] th 2016] Transition Design - - - 120 TOWARDS ECOSOPHICAL ACTION DESIGN Building blocks for a new awareness in design education [24] [23] [22] [21] [20] [19] [18] [17] [16] [15] website [13-14] DAE, [12] cumented. [11] Leisure graduation. [10] [9] [8] Burtynsky (1991) Smith Quarry, Barre, Vermont, USA. [7] Western Australia. [6] Bangladesh. [5] Edward Burtynsky(2000) [4] Baja, Mexico. [3] [2] [1] IMAGES ANDGRAPHICS Graphic #2EcosophyinAction Graphic #1Ecosophy Rock ofAges#26AbandonedSection,E.L. Silver LakeOperations#16Lefroy, Shipbreaking: Recycling#10 Chittagong, Shipbreaking #27Chittagong, Bangladesh. Colorado RiverDelta#2NearSanFelipe, LifeStraw, Designfortheother90% Q-Drum, Designfortheother90% Printed Cards Cards Cards Cards Cards Cards Cards Cards Cards Graphic #2MyHypothesis Fire &Cook,2ndyear, Man&Leisure_ In LimboEmbassy;EmbassyoftheUndo The BoyscoutDesigner, DAE_Man& Thomas Woltman (2016) (2017) IED Sostenibilidad.Screenshots official

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