Design Education for a Sustainable Future

تم النشر بتاريخ 03-11-2021

Introduction form follows world view The premise of this book is remarkably simple. It is based on a series of straightforward questions that seek to uncover the context, values and behaviors necessary for effective twenty-first century design education. Is society moving towards a new sustainable or integral world view, a new set of cultural values that are reshaping the very fabric of human existence? If so, how are such profound shifts in consciousness impacting the design and construction industries? And how can design educators better reflect the zeitgeist of the new century by moving from well-intentioned but lightweight “greening” to the deeper and more impactful ideals of sustainability and resilience? The process of answering these questions begins with the requisite historical narrative which explores cultural evolution not as a slow and gradual rise to new levels of complexity but rather through a series of hyper-accelerated jumps in human consciousness. The jump from dispersed Hunter Gatherer cultures to centralized agrarian societies and then to industrialized nations correlates well to the convergence of new energy sources and the invention of new communication technologies. Jeremy Rifkin argues in his book The Empathic Civilization: The Race to Global Consciousness in a World in Crisis that “The convergence of energy and communications revolutions not only reconfigures society and social roles and relationships but also human consciousness itself.”1 The early twenty-first century, as characterized by unprecedented sharing of information via wireless networks and by the emergence of renewable energy technologies, demarcates a threshold from one world view to another, a jump from an industrialized conception of nature as immutable and infinite to a Gaia inspired view of nature as alive, intelligent and, most of all, fragile in the hands of man.

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