Rethinking Design Pedagogy to Foster Consciousness, Empathy, and Lifelong Learning
At the global launch of my book, “Being & Belonging: A Journey of Curiosity and Imagination,” Simona Maschi, Co-Founder, and CEO of the Copenhagen Institute of Interaction Design (CIID), endorsed the book as a “valuable addition to the pedagogy of design education.” She recommended it specifically for the next generation of design students, highlighting its potential to enrich and inform their learning experiences within the field.
This emphasis on the pedagogy of design education underscores the importance of equipping future designers with the skills, knowledge, and mindsets necessary to navigate the ever-changing landscape of the design industry. In the dynamic world of design, it is crucial to recognize the integral role that research plays in the design process. Research enables designers to deepen their understanding of the context in which their work must thrive, ensuring that their designs are not only effective but also relevant to the broader environment. As design contexts continuously evolve, competent designers must embrace lifelong learning, maintaining an adaptive and critical mindset that allows them to reevaluate and refine their thinking processes.
Ultimately, a reimagined pedagogy of design education demonstrates a commitment to preparing students for success in a dynamic future, where creativity, adaptability, and an unwavering dedication to learning are the hallmarks of exceptional design professionals. By fostering these qualities and focusing on the changing context in which design operates, we can ensure that the next generation of designers is well-equipped to drive the industry forward.
Given the undeniable importance of lifelong learning within the ever-evolving landscape of design, it is crucial to examine the potential ramifications of the software industry’s emphasis on speed to market, as exemplified by Mark Zuckerberg’s oft-quoted maxim, “Move Fast and Break Things.” This focus on rapid iteration and innovation, while undoubtedly having its benefits, may have unintended consequences for the practice and pedagogy of design.
As design educators and practitioners, we must consider how this approach may impact the depth and quality of research, critical thinking, and adaptability within the design process. If the primary emphasis is on speed and rapid deployment, essential aspects of design, such as context awareness, empathy, and iterative refinement, may be at risk of being compromised.
By acknowledging these potential pitfalls, we can work towards fostering a balanced approach in design education and practice, one that values both agility and the thoughtful, deliberate processes that underpin truly impactful and enduring design solutions.
I have observed a clear shift in the pedagogy of design education from the mid-seventies, when I was a design student, to the present day. Historically, design education was grounded in a philosophical foundation that emphasized nurturing students’ abilities in observation, dialogue, analysis, synthesis, and mindful conceptualization and execution of ideas. Design was not merely viewed as a means to generate outputs with maximum productivity and profitability, as it is often perceived today. Furthermore, the prioritization of cutting-edge technologies for disruptive innovation has overshadowed the critical focus on addressing human needs and considering the social and ecological consequences of design and business decisions.
I acknowledge that my concerns may be amplified due to my proximity to Silicon Valley and my experience living in a country where productivity and profit often take precedence in business operations. However, my travels have introduced me to numerous designers who have devoted their talents and curiosity to promoting societal well-being and humanitarian causes. I have also encountered individuals who, while not designers in the conventional sense, are actively engaged in projects that cultivate imagination and creativity within communities. I find many of these socially conscious designers have maintained their focus on societal thinking largely due to their personal values and commitment to certain causes.
Today, there is a need to develop a design pedagogy that strikes a balance between philosophy and action, idealism and practicality, conceptual thinking and hands-on skills, technology-driven approaches, and humanity-driven ones. Above all, it must include alternate ways of cultivating a consciousness of the natural world.
Recently, at the India launch of my book, Rajini Bakshi, an independent journalist, author, and founder-curator of Ahimsa (non-violence) conversations, highlighted an unsettling phenomenon shared by the younger generation she frequently interacts with. They discussed with her a recent phrase that has become common in their vocabulary — Brain Rot. They explained that excessive engagement with digital spaces and social media has left them with limited mental bandwidth to interact with the natural world, leading to self-reported cognitive impairment caused by information overload. This issue is of grave concern, particularly when considering the preparation of the next generation to harness environmental information resources, cultivate curiosity for unexplained phenomena, and unravel the mysteries of the natural world. My concern extends to the potential consequences that addiction to digital spaces may have on the development of social skills, particularly the ability to cultivate empathy. As we immerse ourselves deeper into the digital realm, there is a risk of diminishing our capacity to connect with others on a personal level and understand their emotions, experiences, and perspectives.
Empathy is a crucial component of the design process, enabling designers to create solutions that genuinely resonate with the people they are intended to serve. If our engagement with technology impairs our ability to empathize, it could have far-reaching implications for the effectiveness and relevance of design in addressing human needs and fostering meaningful connections within our communities.
I am glad that my book is encouraging teachers, students, and parents to express their desire to reconnect with the natural world and reclaim their innate human capacities. These conversations are vital in cultivating social imagination and discourse around the pedagogy of design education.
I will conclude this article with another quote from Simona Maschi at the global launch of my book. She said, “Your book brings us back to the essence of design before the Industrial Revolution, reflecting core principles such as balance, proximity, evolution, and the mutuality of relationships — characteristics that are present in nature’s creation.” I look forward to organizing book discussions in schools, colleges, and community gatherings to inspire critical conversations about how we can become lifelong learners and co-creators rather than consumers.
