FF:ISKM69 Design in context - Course Information

ISKM69 Design in context

Extent and Intensity

0/30/0. 5 credit(s). Type of Completion: k (colloquium).
In-person direct teaching

Teacher(s)

Mgr. Roman Sellner Novotný (lecturer)
PhDr. Ladislava Zbiejczuk Suchá, Ph.D. (seminar tutor)
Mgr. Lea Belejová (assistant)

Guaranteed by

PhDr. Petr Škyřík, Ph.D.
Department of Information and Library Studies – Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies – Faculty of Arts

Timetable

Wed 10:00–11:40 L10, except Mon 21. 4. to Sun 27. 4.

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 22/20, only registered: 16/20, only registered with preference (fields directly associated with the programme): 16/20

fields of study / plans the course is directly associated with

there are 14 fields of study the course is directly associated with, display

Course objectives

Today, design is no longer just an object-oriented practice aimed at creating graphics, products or websites, but a process approach leading to innovation in structures, services, organisations or policies.
Dominant approaches in design such as human-centred design, but also circular or cradle-to-cradle design are now subjected to criticism reflecting the fact that instead of addressing the most pressing problems of today such as climate change or growing inequalities, they exacerbate them. On the other hand, critical and speculative design that seeks to address these problems lacks the methodological apparatus and the intention to address them at all.
In the space between these approaches, the Transition design approach, which tries to combine the effectiveness of mainstream design with the political awareness and reflexivity of the critical ones, has been emerging in recent years. Thus, in the environment of Carnegie Mellon University in Pittburgh, a methodologically and theoretically anchored design approach is emerging that reckons with the long-term consequences of designers' actions.
This semester's Design in Context course will focus on Transition design through seminars and hands-on workshops.
The aim of the course is therefore:
- to introduce students to the emerging design movement and its context
- to provide students with insight into design not only through practice but also through theory, through the unintended consequences of actions, and by thinking through the deeper implications of what it means "to design"
- the ability to reflect on their own design projects based on their knowledge of design theory and context

Learning outcomes

- Graduates of the course are able to critically reflect on contemporary design practice and anchor design and the person of the designer in broader social, cultural, political and ecological contexts
- Graduates are able to use their knowledge and competencies in facilitating design methods focused on sustainability

Syllabus

• 1. Introduction - what is design and the problems of today.
• 2. What kind of designs do we have, what is good and bad about them?
• 3. Transition design (TD) and why is it important to talk about it today?
• 4. TD and Vision
• 5. TD and Mindset and Posture
• 6. TD and Theory of Change
• 7. TD and New Design Methods
• 8. Closure - where are we and what to do about it?

Literature

required literature
• POTTER, Norman. Co je designér: věci, místa, sdělení. V Praze: Vysoká škola uměleckoprůmyslová, 2018. Katedra. ISBN 978-80-87989-58-6.

recommended literature
• REDSTRÖM, Johan. Making design theory. Cambridge, Massachusetts: The MIT Press, [2017]. Design thinking, design theory. ISBN 978-026-2036-658.
• ESCOBAR, Arturo. Designs for the pluriverse : radical interdependence, autonomy and the making of worlds. Durham: Duke University Press, 2018, xxi, 290. ISBN 9780822371052. info
• BRATTON, Benjamin H. The stack : on software and sovereignty. Cambridge, Massachusetts: The MIT press, 2015, xx, 502. ISBN 9780262029575. info
• DUNNE, Anthony and Fiona RABY. Speculative everything : design, fiction, and social dreaming. London, England: MIT Press, 2013, ix, 224. ISBN 9780262019842. info

not specified
• Tonkinwise, C. (2014). Design’s (Dis)Orders & Transition Design - cameron tonkinwise. Medium. https://medium.com/@camerontw/designs-dis-orders-transition-design-cd53c3ad7d35
• Irwin, T. (2018). The Emerging Transition Design Approach. DRS2018: Catalyst. https://doi.org/10.21606/drs.2018.210
• Irwin, T. (2015). Transition Design: A Proposal for a New Area of Design Practice, Study, and Research. Design and Culture, 7(2), 229–246. https://doi.org/10.1080/17547075.2015.1051829

Teaching methods

Reading of assigned texts and note-taking, class discussions, hands-on workshops on the topics.

Assessment methods

To successfully complete the course, two types of assignments must be completed on an ongoing basis:
- Reading and submitting preparation in Perusall.
- participation and group workshop preparation
It is possible to skip 2 assignments (together for workshops and readings, not for each separately)
Combined students, instead of participating, may complete the course with a 10 standard page essay on a topic consulted with the teacher. Reading and written preparation remains mandatory for them as well.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Information on the extent and intensity of the course: interaktivní bloková výuka.

• Enrolment Statistics (recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2025/ISKM69