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 5 ABSTRACT 60-94 4. BUILDING BLOCKS FOR AN 7-8 ACKNOWLEDGEMENTS ECOSOPHICAL AWARENESS. 10-14 INTRODUCTION Educational Project and Results 15-17 AN INTERPRETATIVE LEXICON 4.1- Pedagogical methods and tools. 4.2- Learning goals and outcomes. 19-21 1. RESEARCH OBJECTIVE 4.3- Blocks and interventions. 4.4- Results and evidences. 1.1- Research question. 4.5- Reflections. 1.2- Research methods and tools. 96-99 5. CONCLUSIONS 23-34 2. A NEW CONSCIOUSNESS 5.1- Problems and Limitations. 2.1- Anthropocene; reality, urgencies and agency. 5.2- Personal and professional gains. 2.2- Mentality: Ecosophical Awareness. 5.3- Recommendations. 2.3- Modus operandi; Transversality and Action. 2.4- The design response; the new role of designers, 101-116 6. APPENDIX design activism, aesthetics. 6.1- Conversations. 6.2- Reflective Surveys. 36-58 3. DISCOURSE IN DESIGN EDUCATION 6.3- Audiovisual documentation. 3.1- Ecological literacy in Design Education. 3.2- Committed Design Education in Europe: 118-122 7. BIBLIOGRAPHY A bigger picture addressing urgencies. 3.3- A closer look at Design Academy Eindhoven. 3.4- Educational response: my hypothesis, ECOSOPHICAL ACTION DESIGN ECOSOPHICAL methods, and tools. TOWARDS in design education for a new awareness Building blocks CONTENT 3 4 This study is an investigation in and through Design As a result a hypothesis is drawn to translate the Education and praxis. It set out for a call in Ecological philosophical theory of Ecosophy into a pedagogical awareness build upon the principles of Ecosophy and framework and tangible tools. This Thesis describes the Three Ecologies from Felix Guattari; Ecology of this translation through the experience and outcomes Mind, Social and Environment. The rationale for this of the educational project with students at Design research was based upon my observations and con- Academy Eindhoven. The educational Project “Building cerns as a designer and educator that existing Design Blocks for an Ecosophical” awareness is based on Education and praxis is largely lacking awareness of its experiential learning and explores the Ecology of Mind Ecological implications. and Social fundamentally, testing the developed peda- gogical tools. This Thesis begins with an introduction to the context of the Anthropocene and the urgency for a new cons- The study employed a methodology based on Action ciousness. It then outlines the thinking of contempo- / Design research to focus on the improvement of my rary theorists who suggest that the crisis of Ecology is practice and on the encouragement of design students indicative of a more general crisis of human subjectivity to embed Ecosophical awareness as a competence. proposing a shift from Ecology to Ecosophy. It under- pins a new way of thinking transversally and embraces The Thesis concludes with brief recommendations for Action as modus operandi. Design Education to enhance Ecosophical awareness among students and suggesting the potential to deve- This Thesis dives into the current situation of Design lop a growing curriculum embracing Ecology. for Sustainability education in Europe, with a closer look at Design Academy Eindhoven, my educational context. It highlights Ecosophical awareness as a com- ECOSOPHICAL ACTION DESIGN ECOSOPHICAL petence for future design students and the relevance of Ecological literacy in curriculums. ABSTRACT TOWARDS in design education for a new awareness Building blocks 5 6 Thank you to the Universe for giving me the opportunity to learn, grow and evolve. I don’t believe in causality, I believe that There are many ways and paths to An exploration in the Ecology of Mind is every place, situation and people that awaken, which can be done by oneself a transformative learning process (Mezi- come across in our lives are given to us or accompanied, leaving it to a question row, 1991). New subjectivity, values by the Universe for learning and growing of resonance. I like to learn from others and relations drove me to a different and ultimately for evolving. One of the and bring their experience into my own, state of Mind, which made me connect outstanding achievements of this study as to mention my last companions; to life, people and nature with a new is the refinement of my own Ecology of I explored a conscious evolution with awareness. Mind. For a very long period of time I the writings and teachings from Paloma I don’t believe in suffering but in levels of have been struggling with conflicts Cabadas through her experience and experience. I don’t believe in fear but in created by the confrontation of my research of consciousness (La Energia love. This study was made out of trust, being, doing and living. Incoherence de Amar, 2015). I practice and expe- love and connectedness with life, with with feelings, emotions, thoughts and rience everyday the yogi teachings and gratitude to our hosting planet and our actions were leading me to a state of wisdom from Yagggi Vasudev, Sadhgu- resources and with gratitude to all the disconnection and blocking. Diving into ru (Inner Engineering; A yogis guide to people that made this possible for me.... my own Ecology of Mind has been the joy, 2016). I dare to walk with bare feet first step to Awareness. Without this into new grounds and try to experience Awareness this study would have been the language of trees and nature, The simply not possible. Critical Conscious- Hidden Life of Trees : What They Feel, ness and trust in the power of design How They Communicate ( Wohlleben, P. were the motors of this study. 2016). ECOSOPHICAL ACTION DESIGN ECOSOPHICAL acknowledgments TOWARDS in design education for a new awareness Building blocks 7 8 Thank you Ingrid Commandeur for listening and being open. Thank you Irina Shapiro for your persistence. Thank you Frans Willem Korsten for empowering me. Thank you all the tutors of the Master for your dedication. Thank you; Thank you all my classmates for sharing and teaching me. Camille, Louise, Madeleine, Ance, Irakli, Eszter, Leo, Thank you my peers for understanding. Assani, Nele, Noor, Sandra, Sjo, for being committed Thank you Annemarie Piscaer for your collaborations. students and being my masters. Thank you Design Academy Eindhoven for opening doors. Thank you Jurriënne Osssewold for your sincerity. Thank you to all the authors, artist, designers, Thank you Irene Fortuyn for your support and trust. thinkers and visionaries who inspired and guided me. Thank you Jan Melis for your guidance. Thank you Leisure team for your spirit. Thank you Samuel for your love, patience and care. Thank you Leisure students for your energy and passion. Thank you Mauro and Paula for your unconditional Thank you Alastair Fuad-Luke for your time, generosity and love. sharing. Thank you Victoria de Pereda for your encouragement and TO MY FRIEND AMAIA friendship. Thank you Anneleen de Jong for exploring with me. Thank you Mariela Gimenez for your help. Thank you Lila Ramos for showing me a path. ECOSOPHICAL ACTION DESIGN ECOSOPHICAL TOWARDS in design education for a new awareness Building blocks 9 10 INTRODUCTION This thesis aims to define an approach in a framework within design education with specific focus in Ecological aware- ness based on Ecosophy. In this study I am trying to define not only a theoretical frame, but also educational tools and methods that can be implemented with bachelor design students in the classroom. “ Today the purposes of consciousness are im- The topic of this thesis emerges from my personal experien- plemented by more and more effective machinery, ce as a professional active designer and as an educator. transportation systems, airplanes, weaponry, me- For about 15 years I have been designing exhibitions, pro- dicine, pesticides and so forth. Conscious purpose ducts and concepts for diverse clients. For personal and is now empowered to upset the balances of the ethical reasons I stopped producing such work, the fact that body, of society, and of the biological world around design production was contributing to an increasing ecologi- us. A pathology – a loss of balance – is threate- cal crisis brought me to a personal conflict and into a recon- ned.” (Bateson, 1972) sideration of the role of designers and specially my role as a producer of experiences, habits, products and waste. For the last 10 years of my career within design education I had many opportunities to work with students in projects related to social / environmental development and my in- creasing personal interest towards what design can do and how can contribute to such a development has shifted my pedagogical methods, projects content and practice. My own urgency as a designer and educator to respond to ECOSOPHICAL ACTION DESIGN ECOSOPHICAL the current Ecological crisis brought me into this study. TOWARDS in design education for a new awareness Building blocks [1] Q-Drum, Design for the other 90% (2007) “The majority of the world’s designers focus all their efforts on developing products and services exclusively for the richest 10% of the world’s customers. Nothing less than a revolution in design is needed to reach the other 90%”. (Polak P. 2006) Platforms such as Design other 90 Network and the [2] LifeStraw, Design for the other 90% (2007) travelling exhibition Design for the other 90% ( 2007) initiated by Smithsonian, Cooper – Hewitt National Design Museum (New York ) have inspired me and convinced me that design as a potential discipline to create alternatives needs to be supported with network structures and within the educatio- nal frame. Industrial capitalism, economic power, and technological development have contributed to bring design products to every corner of our living environment.