Implementing Design For The Common Good In a MA Curriculum

Richard Herriott; Ulla Ræbild

Implementing Design For The Common Good In a MA Curriculum

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Abstract

This paper reviews the approach of Design School Kolding (hereafter “the School”), a third-level design school in Denmark towards design for the common good. The expansion of the concept of design to include social goods and sustainability (protecting people and the planet) shows a profound shift in the focus of design teaching and design education. It follows from an earlier and perhaps not fully mature shift from “structure- and process-based to competency-based edu-cation and measurement of outcomes” (Carracio et al. 2002), the “disappearance of things” (Findelli, 2000) and “in response to new developments, new tools, new situations, and new technologies” (Friedman, 2019).

Original language	English
Publication date	Mar 2021
Number of pages	11
Publication status	Published - Mar 2021
Event	Design as Common Good 2021: Framing design through pluralism and social values - Lucerne University of Applied Sciences and Arts, Lucerne, Switzerland Duration: 25 Mar 2021 → 26 Mar 2021

Conference

Conference	Design as Common Good 2021
Location	Lucerne University of Applied Sciences and Arts
Country/Territory	Switzerland
City	Lucerne
Period	25/03/2021 → 26/03/2021

Artistic research

No

Access to Document

Implementing Design For The Common Good In a MA Curriculum 2021Final published version, 446 KB

https://drive.switch.ch/index.php/s/92PEcA3qKVoXEDD

Cite this

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title = "Implementing Design For The Common Good In a MA Curriculum",

abstract = "This paper reviews the approach of Design School Kolding (hereafter {\textquotedblleft}the School{\textquotedblright}), a third-level design school in Denmark towards design for the common good. The expansion of the concept of design to include social goods and sustainability (protecting people and the planet) shows a profound shift in the focus of design teaching and design education. It follows from an earlier and perhaps not fully mature shift from {\textquotedblleft}structure- and process-based to competency-based edu-cation and measurement of outcomes{\textquotedblright} (Carracio et al. 2002), the {\textquotedblleft}disappearance of things{\textquotedblright} (Findelli, 2000) and {\textquotedblleft}in response to new developments, new tools, new situations, and new technologies{\textquotedblright} (Friedman, 2019).",

author = "Richard Herriott and Ulla R{\ae}bild",

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pages = "946--957",

note = "Design as Common Good 2021 ; Conference date: 25-03-2021 Through 26-03-2021",

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AB - This paper reviews the approach of Design School Kolding (hereafter “the School”), a third-level design school in Denmark towards design for the common good. The expansion of the concept of design to include social goods and sustainability (protecting people and the planet) shows a profound shift in the focus of design teaching and design education. It follows from an earlier and perhaps not fully mature shift from “structure- and process-based to competency-based edu-cation and measurement of outcomes” (Carracio et al. 2002), the “disappearance of things” (Findelli, 2000) and “in response to new developments, new tools, new situations, and new technologies” (Friedman, 2019).

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