As an educator and a designer, I’ve spent most of the last decade thinking about and doing design education – but I’ve been in the thick of it, on the front line; giving lectures, writing briefs, managing curriculums, directing courses and giving tutorials. So I talk and think about design A LOT – the content and quality of ideas, how to progress ideas into realities, how to construct convincing narratives and engaging stories about speculations, how to best detail the material results of a designers imagination. But I rarely get the chance to try and put my thoughts together about ‘design education’ as a holistic overview. My personal research – with DWFE and before – has been as a practitioner and theorist(ish), without a focus on design education, however, over the last couple of years I’ve realised I’ve accumulated a lot of knowledge and experience that maybe worth sharing. Last week I was invited to Virginia Commonwealth University in Qatar to discuss the future of design education. I used the opportunity to reflect on my practice as an educator, but also to set out a trajectory or strategy for the future of design education.
During my teaching career, my aim has been to enable students to develop a thoughtful, critical, creative and sustainable design practice. But beyond these well-meaning educational aims, the role of educators and academics is also to push the boundaries of their discipline. My drive is based not only on the transformation of my students, but also the transformation of design itself. This is by no means a small task, but for me, the role of higher education is to find new directions for the industries it feeds. Our graduates will, one day, be leaders – shaping our material culture in new ways. I hope their education will set them (and design) up on a new trajectory.
Design as a discipline is as varied and as large as any I know. In fact, one of the biggest challenges is to define actually what design is. Throughout the history of design, we’ve seen many different modes, names and conditions for designing. Here lies possibly the biggest challenge to design education, during design’s short and chequered history, designers, academics and to some extent markets have tried to delineate and define ‘this design from that’. Boundaries and borders are drawn to distinguish where one type of design starts and another one finishes. Walls are built to defend territories, markets and practices. Design is increasingly chopped into decreasing small bits. It is in these silos where the discipline gets stuck, frozen in a battle of nomenclature and method, arguing the fine differences between UX and IA, ultimately no one moves forward. But this becomes truly destructive is when it moves into education.
This is no big surprise; academics in their desire, by very definition, to be experts in a particular field, fragment the bigger picture. This limits growth and the possibility for change, but also jeopardises the education of their students. Why does this sit so uncomfortably with Design as against say History or English, Economics or Engineering? I would argue that this is due to the very nature of design as a practice, it is one for the generalist, design demands the negotiation of a multitude of different disciplines, skills and knowledge sets. In its practice it draws inspiration from subjects as diverse as philosophy and material science, in its implementation it uses both practical, material and conceptual skills. In our drive to give a closer definition of our discipline, we have limited the view of the world which we need to design for.
Seeing design beyond its disciplinary boundaries and beyond its definition as a ‘problem solving activity’ opens up new opportunities for it as a practice and profession. ‘Big business’ has begun to understand the value of design in the generation of new ideas and the role of designers as the instigators of invention. Business has also started to recognise that design has a strategic value in the predication and creation of new markets. Beyond its close relationship with free market capitalism, designers have begun to play a small role in public sector activity – from social care and health care, designers offer a new perspective on service innovation.
But these opportunities offer new challenges in the education of our students. The craft and manufacturing skills of the last century have little to do with the knowledge economy of this century. The social, environmental and political problems of today will not be solved by the tools and approaches educators have been teaching designers over the last 100 years. It was with this in mind that Goldsmiths – in particular John Wood – started the BA Design 20 years ago. He recognised the need to provide a interdisciplinary education to equip students with the tools to participate in social and environmental change.
In the last 20 years, the context and profession of design has changed dramatically. However, the ethos and ambition of the BA Design programme has become even more ‘contemporary’, in my opinion it has moved from being radical to sensible. Our curriculum has evolved and refined, our staff and students continue to challenge and experiment, but the original ambition has remained the same – a testament to John’s insight.
During my visit to Doha, I was excited to witness a city and country at a point of massive change. Qatar is like a petree dish for social and environmental transformation, everyday comes a new ambition and opportunity for growth and development. The material environment is being built at such a rapid pace, the social and cultural infrastructure has little time to catch up. It felt like I was observing a giant country-wide experiment, a top down push to move the country in a new direction. The ambition of the Emir, Sheikh Hamad bin Khalifa Al Thani, and his second wife to move the country from a carbon-based economy to a knowledge-based economy is both smart and necessary. The investment and building of an infrastructure to support an future economy reminds me of Rem Koolhaus’ analysis of the development of Manhattan’s grid in 1807:
The Grid is, above all, a conceptual speculation. In spite of its apparent neutrality, it implies an intellectual program for the island: in its indifference to topography, to what exists, it claims the superiority of mental construction over reality…the land it divides, unoccupied; the population it describes, conjectural; the buildings it locates, phantoms; the activities it frames, nonexistent.
R. Koolhaas, Delirious New York, 1994
Doha feels empty, a place in waiting, preparing to be filled with a ‘phantom’ population, culture, economy and future. Maybe this is how Manhattan felt 200 hundred years ago. The heritage and identity of the Qatari way of life is being radically changed overnight, like a construction site that is demolished and rebuilt, forgetting key materials may cause long lasting damage. However, there is enormous potential there. The emerging design culture has far less baggage, the culture can reshape itself for the 21st century without decades of preconceptions and prejudices. It will hopefully aid Qatar in the leapfrogging necessary to allow for its economic transformation.