A Different Model for Design Education
Agility and adaptation are central to any professional field.
Those about to enter a profession must learn practical and intellectual skills. But the days when specialized and narrowly defined skill-sets guaranteed a steady and reliable “living” are gone. Today’s practical skills need to be accompanied by rigorous and critical modes of thinking.
One case in point is the graduate program at Art Center College of Design’s Media Design Practices (MDP). In conjunction with the school’s initiative, Designmatters, which provides a blueprint for design education, the Field track of MDP provides students with a unique foundation of theory and on-the-ground training. Faculty member Sean Donahue describes the program as structured around “Investigation and intervention—how designing can be an inquiry and mode of knowledge production to inform other disciplines and issues in a unique way. Also, how can these be combined with work being done in areas of ‘good’ and social impact?”

Proposals for collective farming models for women, image via mediadesignpractices/judytoretti/Six-Weeks-in-Uganda
While “activist” design has been around for years, the Art Center model unites critical analysis with design skills. The goal is to provide useful solutions for people locally and abroad without being culturally reductive or condescending. Too often, designers try to reinvent social intervention in their haste to be in the vanguard of a “new” approach and school-based design projects. These can be equally misguided. The result can waste material resources, human capital and money, while reinforcing cultural assumptions about the “other.” This is especially true of built interventions. These can be unnecessary, unusable, and often are left to decay. Wasted resources and human effort that fail to correct culturally essentializing narratives have been well documented in ecotourism and voluntourism. These consumer-based activities exemplify the perils of modern cultural colonialism. And while there are many defenders of the “good” they do, the fact remains that they, educational institutions, and even NGO’s like Oxfam struggle with their long histories of colonialism hidden yet still entrenched in many current activities.

Organization chart displaying the roles and structure of the [anti-NGO] NGO, image via mediadesignpractices/filter/field/mlamadrid/Planification-and-Self-Evaluation-Guide-for-Social-no-empowerment
To avoid producing solutions based on invalid, often fantastical cultural projections, proposals must be rooted in a deep understanding of the culture, people, economy, and politics of the places chosen for intervention. This is, after all, an intervention. The key, according to Donahue, is “to start not with what has been created by others to ‘solve problems’ but instead start with the realities of lived life. This more holistic and community-led approach develops an understanding of the conditions as they are now—not as they were 50 or even 20 years ago. These social conditions are a set of ongoing and changing situations that are embedded in social contexts.” Read more



























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