Practice-led Pedagogy for Socio-Technical Transitions

Authors: Ahmed Ansari, Francis Carter and Sofia Bosch Gomez

Our paper attempts to make a case for systems thinking as a core component of a new foundational curriculum for design programs interested in socio-technical transitions and long- term systems-level change. Our case study of a systems thinking course offered to design undergraduates and non-design majors at Carnegie Mellon University highlights a vision of how the course fits into a 21st century design curriculum, how the present curriculum has been structured and the kinds of content and skills we believe design students should be equipped with, and shares insights gained over several iterations of the course on the outcomes of the course. By illustrating how design schools might combine teaching complex theoretical approaches and frameworks with research tools and studio exercises and projects, we aim to make an argument for how thinking in systems and complexity at the freshman level prepares first-year students for fourth-order thinking throughout their undergraduate experience and subsequently, their careers.

Posted Oct-2019

RSD proceedings are licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This permits anyone to copy and redistribute the material in any medium or form according to the licence terms.

Creative Commons Licence

SDAUPDATES

The Relating Systems Thinking and Design Symposium, RSD10.org, is November 3-6, 2021. 

Join the SDA mailing list and stay up-to-date on this and other systemic design news.

Thanks!

Share This