Teaching Design in Times of Sustainability. Circle 00006 (r=7)

The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Stephan Schmidt-Wulffen, Rector, New Design University, St. Pölten The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Gerald Bast, Rector, University of Applied Arts Vienna The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Florian Nimmervoll,, University of Art and Design Linz The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Johannes Scherr, Institute for Industrial Design, FH Joanneum Graz The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Peter Leeb, Institute for Art and Architecture, Academy of Fine Arts Vienna The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Paul Micklethwaite, The Design School Kingston, London The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.

Harald Gründl, design theorist and director of the IDRV; Designer (EOOS), Vienna. The Status Quo in Education. If sustainable design is to establish itself, then knowledge must be an integral part of all design education. The university education landscape is in flux, new design concepts and corresponding offerings are being established, from Critical Design through Social Design to branded programs such as Design scionic®. Environmentally and socially sustainable development is arguably THE key agenda of the future. Especially in the “protected” areas of teaching and science, free thinking, should be independent of economic constraints, enabling the transmission of the values that can represent a sustainable society. How do we train a new generation of designers so that they can design alternative options for the best possible future? This discussion is intended, on the one hand, to illustrate the interdisciplinary nature and bandwidth of “Design for Sustainability”, and on the other hand, to sketch out how design education for a sustainable world might look.