In this article, it is argued that In polarization, we fixate on two poles, like true and false, news versus fake news, real versusfalse, or in a social context, rich versus poor, and good versus bad. This is an instance of singular thinking, because a third factor is overlooked, being the area between the two poles, where the polarized elements come from. The gap, divide or rift, is in fact an area. With growth at the poles, polarization, instead of fixating on the poles, one should also look at the intermediate area, the mainstream area.
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When we think of the energy transition, we think of new technology that will enable us to get rid of fossil fuels. However, we are extremely energy addicted worldwide. Now, with the energy crisis, we seem to be able to turn down our heating and put on a warm sweater from one day to the next. This is therefore behavioral change, and therefore also an essential energy transition. But because of our "singular" thinking, we do not see this as also a major transition, which undoubtedly will disappear immediately as energy becomes cheap again. Never waste a good crisis, Inner development goals must be used here, from insight, we can now come to sustainable behavioral change, and therefore understand that the energy transition is a fallacy (IDG2) and we should therefore speak of energy transitions (plural).
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Preliminary empirical research conducted by the leading author has shown that design students using biological analogies, or models across different contexts, often misinterpreted these, intentionally or unintentionally, during design. By copying shape or form without integrating the main function of the mimicked biological model, students failed to consider the process or system directing that function when attempting to solve the design need. This article considers the first step in the development of an applicable educational model using distant analogies from nature, by means of biomimicry thinking methodology. The analysis examines results from a base-line exercise taken by students in the Minor Design with Nature during the Spring semester of Industrial Design Engineering at The Hague University of Applied Sciences in 2019, verifying that students without biomimicry training use this hollow approach automatically. This research confirms the gap between where students are at the beginning of the semester and where they need to be as expert sustainable designers when they graduate. These findings provide a starting point for future interventions in biomimicry workshops to improve systematic design thinking through structural and scientifically based iterations of analogical reasoning. https://doi.org/10.1007/s10798-020-09574-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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My research investigates the concept of permacomputing, a blend of the words permaculture and computing, as a potential field of convergence of technology, arts, environmental research and activism, and as a subject of future school curricula in art and design. This concept originated in online subcultures, and is currently restricted to creative coding communities. I study in what way permacomputing principles may be used to redefine how art and design education is taught. More generally, I want to research the potential of permacomputing as a critical, sustainable, and practical alternative to the way digital technology is being taught in art education, where students mostly rely on tools and techniques geared towards maximising productivity and mass consumption. This situation is at odds with goals for sustainable production and consumption. I want to research to what degree the concept of permacomputing can be broadened and applied to critically revised, sustainable ways of making computing part of art and design education and professional practice. This research will be embedded in the design curriculum of Willem de Kooning Academy, focused on redefining the role of artists and designers to contribute to future modes of sustainable organisation and production. It is aligned with Rotterdam University of Applied Sciences sectorplan masters VH, in particular managing and directing sustainable transitions. This research builds upon twenty years of experience in the creative industries. It is an attempt to generalise, consolidate, and structure methods and practices for sustainable art and design production experimented with while I was course director of a master programme at WdKA. Throughout the research I will be exchanging with peers and confirmed interested parties, a.o.: Het Nieuwe Instituut (NL), RUAS Creating 010 kenniscentrum (NL), Bergen Centre for Electronic Arts (NO), Mikrolabs (NO), Varia (NL), Media Arts department at RHU (UK), Media Studies at UvA (NL).
