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Future, well-being, interdependence: key-words for contemporaneous design
that indicates possible paths, but do not point out definite routes inside of the
complexity established in the projectual ambit.
The design teaching is still resented with the fall of the rational-functionalist
method as an exact and precise model as “one best way”. And nowadays, we are
looking for new answers for the questions that the young students make in the
design schools. Of course these questions and answers are no longer objective and
rational, as previously. Their answers extrapolate, many times, the ambit of design:
they may be in the anthropological, sociological, psychological disciplines and, in
the same way, in those related to the esthetics, neuro-sciences, semi-optic, sociology,
history, psychology of knowledge and of perception, besides many others of the
humanist and social areas, with a bigger or smaller approximation with design.
Recently, I was surprised by an interesting conference of a colleague in an
international congress of design, carried out in the Universidade Degli Studi di
Napoli - Federico II, denominated “Science Inspired Design”, where he presented
his experiences in surfaces design applied in pets: the client could choose a rabbit
with the fur painted as a leopard, or a dog with the fur like a zebra, in a great
demonstration of the horizons amplitude of the profession and its interface with
other areas of knowledge, unimaginable until then.
Many design schools around the world, still present difficulties in accepting
the changes that have occurred in this discipline, because it is easier to repeat
what is easily repeatable and to manage what is more easily manageable. The
new design students tend, therefore, to complete their learning far away from the
school seats, in places such as museums of contemporaneous art, in Cult films,
in the experimental types of music, in trips to exotic destinations, and that does
not show any demerit to the academy, that must precisely count with this new
reality that prefigures itself as a model of self-management of knowledge, in an
established scenario of complexity. It is not going to be an easy task, for any design
school, wanting to fulfill all requirements that are necessary for this formation. The
new school of design must be open, fluid, dynamic and inductive, leaving behind
the pretension of a single formative model in design, that is: insisting on the old
model of “one best way”.
The new school tends to be multiple, like the globalization model; it must be
Cadernos de Estudos Avançados em Design - design e humanismo - 2013 - p. 105-130
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