Tony Fry

Contrasto en este artículo la idea de un mundo y un diseño únicos con la de varios mundos y diseños interrelacionados, en las siguientes presunciones:
--hay diseños en todos los grupos humanos;
--el diseño profesional-disciplinar es apenas parte de los diseños occidentales;
--los diseños occidentales son apenas parte de todos los diseños.
Sobre tales supuestos, busco expresar la intención en Colombia, y en América Latina, de plantear en clave histórica la pregunta por los diseños otros (vernáculos, del sur o con otros nombres). Escribo el texto sin fragmentaciones, ni apartados, honrando las formas de pensar de esos practicantes de los diseños otros, a quienes me
aproximo aún de modo tangencial.
Gutiérrez, A. (2020). La pregunta por los diseños otros (vernáculos, del sur o con otros nombres) desde Colombia en Name, L &, Moasab A. [Orgs.] Por um ensino insurgente em arquitetura e urbanismo. Foz do Iguaçu: EDUNILA.

This paper reports on a pilot investigation into the nature of teaching within the field of secondary design education in New South Wales (NSW), Australia. Its purpose is to identify structural elements that enable the reproduction of cultural dispositions that undermine the capacity of human societies to establish viable futures. Pierre Bourdieu’s theory of practice, particularly his concepts of field, habitus and illusio, are used to inform the interpretation and discussion of the results. The theoretical framework also draws on the work of design theorist Tony Fry, particularly his concepts of defuturing and redirective practice. Ethnographic methods are used to derive an account of teaching practice from the perspective of a current practitioner. The study provides a provisional sketch of the structure of the field of secondary design education. Outcomes include the development of empirical data for the interpretation of teaching as defuturing, an improved understanding of how design educators develop an interest in sustaining the unsustainable, and a contribution to the conceptualisation of teaching as a form of redirective practice. These findings are significant for design and technology educators who must increasingly grapple with the question of how their work either strengthens or undermines a collective ability to sustain.

"The purpose of this project is to “critically confront” and examine some of the “most fundamentally held beliefs through which we think and create as designers.” Through revealing and understanding the creative process and metaphor behind the ceramics piece: ‘Eye Patch’ (the object I have chosen from the exhibition ‘The Power of Making’) and using these findings as a critical lens, I have challenged the habits of my own practice as a product designer and “the metaphors we live by” as human beings. The metaphor behind this object revealed that the way we design, produce and engage with materials and objects reflects the way we understand and exist in this world. The research shows that we exist in this world trapped in a destructive “technological understanding of being” where “we deal with things, and even sometimes people, as resources to be used until no longer needed...” (Fairfax and Rosenberg 2011).

We, as designers, can either contribute to, or challenge this “technological understanding of being”. Inspired by Miller’s words that “It is only when the juxtaposition of a material is odd that we are shocked into awareness…” I have created a Ceramic Tool Set. The idea behind the tools is that they will shatter if used. This provokes thoughts about the fragile relationship between the man and making. Furthermore it reflects the implications that designing, without comprehensive awareness of cause and consequence, can have on our world. Instead of creating another object that serves as a “standing reserve” , I have created ‘food for thought’, thus supporting the idea that the change begins in the mind. As Heidegger said “Once we realize … that we receive our technological understanding of being, we have stepped outside the technological understanding of being.”"