The paper ‘Ecological Literacy in Design Education: A Foundation for Sustainable Design’ has been accepted for the Design Research Society //CUMULUS 2013 2nd International Conference for Design Education Researchers in May 2013. This paper is available for here for free but it will only be published and presented at the conference proceedings if I am able to find sponsors. THANK YOU to everyone who helped raise the money for this presentation! The crowdfunding campaign worked and I will present this paper in Oslo next month.
Ecological Literacy in Design Education: A Foundation for Sustainable Design
Abstract: Responsible design in an era of scarcity and risk associated with environmental problems must be ecologically informed. Ecological literacy is necessary in order to both understand the nature of environmental problems and to respond effectively by designing sustainable ways of living. Embedding ecological literacy into design education is happening at the most progressive institutions – and yet for many others, sustainability education is still virtually absent from the curriculum. Progress is slow despite the fact that natural scientists warn that risks will escalate if we do not take dramatic action. Ecological literacy is a severe challenge as it disrupts educational cultures and challenges basic assumptions about what constitutes good design. While sustainability can seem profoundly difficult, ecological learning is the basis for sustainable design and thus it is a basic imperative in design education. Design education needs to expand its scope of inquiry to include a range of disciplines in order to address complex environmental problems. This paper will present an introduction to ecological literacy for design education, describe six ecological principles including associated concepts in systems design, and explain why critical thinking is necessary to make the work of transforming structurally unsustainable systems possible.
The slideshow of the presentation can be accessed here.
BIG THANKS to everyone who made it happen by supporting the crowdfunding compaign. On Twitter you are: @Ian_Willey @blindspotting @hugh_knowles @karinjaschke @sDesignLabs @paul_chandlerUK @sorafferty and @jenboehnert. Some of you are not on Twitter (as far as I can tell) and you are Richard Owen Frost, Prof. Gregory Stock, Jonathan Crinion, Joel Davis, Ali Hodgson, Chris Kitchen and a few Anonymous contributors.
Basic sustainability literacy is an essential element of education. Without sustainability education, students are not supported to develop the knowledge that they will need to understand contemporary problems – or the skills they will need to address these problems. Considering global ecological conditions, it would be wise for higher education to create capacities across disciplines to respond to current problems. Unfortunately this is simply not happening on a significant scale (outside the disciplines that deal directly with the environment, i.e. conservation biology, the earth sciences and geography). Educational establishments create blind spots by failing to embed sustainability literacy in education. By not acknowledging environmental problems as an educational priority, higher education reproduces the problems of the past. Educators remain oblivious to the ways in which their own practices further perpetuate environmental problems.
In the natural sciences, scientists are deeply concerned (an understatement in many cases) about the dangers of de-stabilised ecological systems. It is the responsibility of universities to develop capacities to respond, but most of those developing curriculum in design education would rather ignore inconvenient environmental imperatives. While I appreciate the difficulty that higher education is under right now, these problems pale in significance in comparison to the dangers presented by environmental problems. In fact, it will be impossible to achieve economic prosperity in the future without greater concern for environmental issues.
Many educators think sustainability is already part of what they do. Yet environmental problems are a result of an entire way of approaching knowledge that is ecologically ill-informed. Ecological and systems literacies are not divinely anointed, they are learned – like any discipline. They require their own curriculum, classes, research and expertise in design education. It cannot be delivered in a ‘Green Week’ fashion. This is simply greenwash. Education that refuses to engage critically with environmental problems is part of the problem.
Sustainability literacy should be a required element of any university degree at this point, but especially design education (for reasons I describe in my PhD). Any university that is not doing this is derelict in their responsibility to equip students with the knowledge they will need to deal with the world they will inherit. I have set up two Linkedin groups to discuss these problems in higher education and a group for ecological literacy in design education.
Five days ago I uploaded a new paper titled ‘Design vs. The Design Industry: Conflicts in Emergent Orders‘ to the EcoLabs website that has now been downloaded over 470+ times. I should include an explanation as the paper is a bit of an oddity. This paper was not written for design audiences (although it is highly relevant for them). I was invited to write the paper by the ‘Atlas Economic Research Foundation’ and it will be published on this journal on-line here. Continue reading →