Titles and abstracts issue 2
Titles and abstracts
Authors: please edit this page, adding your title and abstract in the table below.
| contributor | title | abstract (150-300 words) |
|---|---|---|
| rootoftwo | ||
| Nana Adusei Poku | ||
| Harma Staal | ||
| Jan Melis | ||
| Mark Mulder | ||
| Fred Wartna | ||
| Bori Feher | ||
| Lee Davis & Mike Weikert, Co-Directors, Center for Social Design, Maryland Institute College of Art (MICA) | Leaping Forward: The challenges and opportunities for education in the emergent field of design for social innovation | A new generation of designers is emerging committed to applying their creative talents to address the critical, “wicked” social and environmental challenges of our time. An increasing number of educational institutions have responded by offering interdisciplinary educational opportunities for designers to develop the awareness and skills they need to pursue professional opportunities in the field and approach complex social problems empathically, systematically and collaboratively.
But what are the professional pathways for young designers pursuing careers in design for social innovation after graduation? And is design education preparing designers with the skills necessary to succeed in social innovation careers in this challenging and evolving marketplace? In April 2016, the Center for Social Design at Maryland Institute College of Art (MICA) is hosting the second convening of the LEAP Symposium to further evolve strategies for advancing professional pathways in design for social innovation. This article will reflect on the conversations from the LEAP/2: Value of Design Symposium and outline some of the challenges and opportunities facing design education in the emergent field of design for social innovation. |
| Thomas Ostergard | ||
| Becky Slogeris | ||
| Anne Seghers | Designers, get beyond ‘raising awareness’ | On February 4, the public event Beyond Social Night: redesigning the process took place. Best practices of interdisciplinary student projects on fast fashion, health care, refugees and wheelchair users took center stage. The underlying goal of the night was to investigate the processes behind these projects on social art and design. What is the intention of this generation designers? What are they aiming for? Is their methodology in line with their goals? And is the educational system consistent with their needs?
The shown best practices all act on a shared value: empathy. The designers engage with a certain social issue and want to raise awareness of the problems, challenges and opportunities linked with this issue. But ‘raising awareness’ is just the first step of the designers’ intentions. They explicitly want to do more. Their prime goal is to have a transformative impact on society with regard to the issue they’re discussing. Simply put: they want to add value. The intentions of the projects are with no exception honorable. The problem is that almost none of the designers seem to get beyond the first step of ‘raising awareness’. With exception of the project RAID, each of the best practices triggers the question what the follow-up will be. If adding value or transforming (a part of) society is your goal, you need to generate credible proof that your design proposal is provoking the desired implications. Without this proof, the impact of the project is only based on assumptions and, therefore, questionable. So, when ‘having impact’ is the main goal of a social art project, it is import to know what kind of impact is being achieved. Therefore, it is needed that designers apply tools or methodologies that reveal what the impact of a project exactly is. It is not necessary to invent a totally new methodology. Suitable methods and tools can be found in examining working processes of other (academic) research disciplines. In this, the educational system can play an important role. |
| Jessica Hammerlund Bergmann | Embedded Research | em⋅bed⋅ded /imbedid/
adjective 1 inserted as an integral part of a surrounding whole • confused by the embedded Latin quotations • an embedded subordinate clause 2 enclosed firmly in a surrounding mass • found pebbles embedded in the silt • stone containing many embedded fossils • peach and plum seeds embedded in a sweet edible pulp (WoordBook.com)
Seeking a stronger interaction with society, we need to develop other tools and working methods, than what a student would normally learn at an art academy. What we at the academy call the social practice is far away from the isolation and autonomy of the artists attic. Working embedded you meet ungovernable contexts, with unpredictable dynamics: residents who won’t open the door, who don’t stick to made agreements, who don’t respond how you expected, suddenly turning angry, fearful or extremely intimate - in short; working embedded you become part of something you can not control - and our challenge at the Wdka is to teach the student to position them selves in this dynamic. |
| Roger Teeuwen | Why did WDKA introduce social practices as one of the three, new interdisciplinary graduation profiles, how was it designed and what is the WdKA aiming for with this curriculum change? | |
| Barbara Alves | ||
| Jeanne van Heeswijk | ||
| Bruno Setola? | ||
| Sikko Cleveringa? | ||
| Anne Nigten? |