Not Signed-In
Which clippings match 'Call To Action' keyword pg.1 of 3
18 JUNE 2015

Pope Francis's encyclical on the environment: a global call to action

"The pope's 180-page encyclical on the environment, released on Thursday, is at its core a moral call for action on phasing out the use of fossil fuels. But it is also a document infused with an activist anger and concern for the poor, casting blame on the indifference of the powerful in the face of certain evidence that humanity is at risk following 200 years of misuse of resources. Up to now, he says, the world has accepted a 'cheerful recklessness' in its approach to the issue, lacking the will to change habits for the good of the Earth. 'Climate change is a global problem with grave implications: environmental, social, economic, political and for the distribution of goods,' the papal statement says. 'It represents one of the principal challenges facing humanity in our day.'"

(Stephanie Kirchgaessner, 18 June 2015, The Guardian)



2015 • basic and universal human right • biosphere • blame • call to actionclimate change • debt to the poor • destructive practicesdeveloping countriesEarthecological crisis • economic implications • encyclical • environmental consequencesexploitation of natural resourcesfossil fuelglobal challenge • green manifesto • humanityindifference • papal statement • planet Earth • political implications • Pontiff • poorer countries • Pope Francis • practical guidance • recklessness • selfishness • social debt to the poor • social implications • social justice and reform • speaking out • sustainable development • taking concrete steps • The Guardian • undeniable risk


Simon Perkins
26 OCTOBER 2014

Donald Norman: The Research-Practice Gulf

"There is a great gulf between the research community and practice. Moreover, there is often a great gull between what designers do and what industry needs. We believe we know how to do design, but this belief is based more on faith than on data, and this belief reinforces the gulf between the research community and practice.

I find that the things we take most for granted are seldom examined or questioned. As a result, it is often our most fundamental beliefs that are apt to be wrong.

In this talk, deliberately intended to be controversial. I examine some of our most cherished beliefs. Examples: design research helps create breakthrough products; complexity is bad and simplicity good; there is a natural chain from research to product."



2010abstract models • applied social science • appropriately complex representationbreakthrough innovation • breakthrough products • call to actionChicagocomplexitydesign and innovationdesign communitydesign conferencedesign practicedesign research • design research conference • designer-centred designdisruptive innovationdogmaDonald Normanethnographic design approach • existing product categories • failure of design research • fundamental beliefs • generalised modelsHCDhuman-centred designideation • IIT Institute of Design (ID) • Illinois Institute of Technology (IIT) • incremental innovationinnovation process • innovative breakthroughs • keynote address • product developmentradical innovationrapid prototypingreal-world designreal-world projectsresearch communityresearch-practice gulf • results-driven • simplicitytesting perpetuates mediocrity • translational engineering • translational sciencewhat designers do • what industry needs


Simon Perkins
06 APRIL 2014

State of Design: How Design Education Must Change

"But design faces an uncertain future. The traditional design fields create artifacts. But new societal challenges, cultural values, and technological opportunities require new skills. Design today is more human–centered and more social, more rooted in technology and science than ever before. Moreover, there is need for services and processes that do not require the great craft skills that are the primary outcome of a design education.

Although design can sometimes bring creative insight to new problems, this ability is more of an art than a science, limited to a few especially talented individuals and design firms. In order to expand beyond chance successes, design needs better tools and methods, more theory, more analytical techniques, and more understanding of how art and science, technology and people, theory and practice can commingle effectively and productively. ...

Design is still mainly taught as a craft. There are remarkably few fundamental principles, almost no science. If design is to live up to its promise it must create new, enduring curricula for design education that merge science and technology, art and business, and indeed, all the knowledge of the university. Design is an all–encompassing field that integrates together business and engineering, the social sciences and the arts. We see a tremendous opportunity for students that learn design in this integrated way. ...

For design to succeed, grow, achieve its potential, and train future leaders, we envision a new curriculum. In our vision, these new programs combine learning the art and craft of beautiful, pleasurable well–crafted design with substantive courses in the social and biological sciences, in technology, mathematics and statistics, and in the understanding of experimental methods and rigorous reasoning. Programming and mechatronics are essential skills in today's product world. Not only will this training make for better practitioners, but it will also equip future generations of designers to be better at developing the hard, rigorous theory design requires.

Design is an exciting powerful field, filled with promise. To meet the challenges of the 21st century, design and design education must change. So too must universities."

(Don Norman and Scott Klemmer, 25 March 2014)



2014 • analytical techniques • analytical thinkingart and design education • behavioural sciences • call to actioncomplex phenomenacraft and materialscraft skills • creative insight • creative leaders • deductive reasoning • design academics • design and visual culturedesign artefactsdesign craftdesign curriculadesign curriculumdesign educationdesign education must changedesign facultydesign methodsdesign pedagogydesign studio educationdesign theory • design theory and practice • design thinkingdisciplinary specialisationDonald Normanexperimental methodsexperimental type design • finding and solving problems • formal design methodsfundamental principlesinductive reasoningintegrative practicesinterdisciplinary knowledge • LinkedIn Influencers (series) • material practicesmateriality of artefacts • mechatronics • people and society • people and technology • practical theory • practice and theorypractitioner wisdomquestioning traditionsScott Klemmersynthetic thinkingsystematic approachsystems thinking • technology and people • technology designtheory and practicetheory of designthinking toolsuncertain future • well-crafted design


Linda Carroli
02 MARCH 2014

TED: simply toying with risk so as to re-affirm the comfortable?

"We hear that not only is change accelerating but that the pace of change is accelerating as well. While this is true of computational carrying–capacity at a planetary level, at the same time ––and in fact the two are connected–– we are also in a moment of cultural de–acceleration. We invest our energy in futuristic information technologies, including our cars, but drive them home to kitsch architecture copied from the 18th century. The future on offer is one in which everything changes, so long as everything stays the same. We'll have Google Glass, but still also business casual. This timidity is our path to the future? No, this is incredibly conservative, and there is no reason to think that more Gigaflops will inoculate us. Because, if a problem is in fact endemic to a system, then the exponential effects of Moore's Law also serve to amplify what's broken. It is more computation along the wrong curve, and I don't think this is necessarily a triumph of reason. Part of my work explores deep technocultural shifts, from post–humanism to the post–anthropocene, but TED's version has too much faith in technology, and not nearly enough commitment to technology. It is placebo technoradicalism, toying with risk so as to re–affirm the comfortable. So our machines get smarter and we get stupider. But it doesn't have to be like that. Both can be much more intelligent. Another futurism is possible."

(Benjamin Bratton, 20 December 2013)



2013 • American Idol (reality television) • astrophysics • Benjamin Bratton • bright futures • business casual • California Institute for Telecommunications and Information Technology • call to actioncommunicate to the massescomplex issuescomplexitycultural changecultural transformation • design and geopoltics • egalitarian utopia • epiphany • epiphimony • frightening problems • Google Glass • information technology • infotainment • insight and realisation • intellectual viability • kitsch architecture • Kony2012meaningful ideas • middlebrow megachurch infotainment • moment of wonder • oversimplificationpersonal journeypersonal revelationpersonal story • personal testimony • placebo innovation • placebo medicine • placebo politics • placebo science • placebo technoradicalism • popularisation • re-affirm the comfortable • reductionism • rhetorical device • San Diego • smart people • smart things • swallowed without chewing • technological determinismtechnology and culturetechnology innovationTED Talks • toying with risk • triumphs and tribulations • University of California • vicarious insight • world-changing ideas


Simon Perkins
04 OCTOBER 2013

Meredith Davis: A Call to Action for Design Educators

"I believe that design education, at the most fundamental level, views complexity as a problem to be overcome through reductivist artifacts, not as an inevitable and pervasive attribute of life in the post–industrial community. So if the future is about an ever–expanding web of connectedness, how are we preparing students for meaningful work in this complex world? I'd like to suggest that we're not. Despite the obvious emotional impact of Glaser's poster, he belongs to a generation in which the goal of design was to make things simple. Negroponte, on the other hand, is a technologist for whom the design goal is to render the complex manageable and to make complicated things meaningful.

Almost everything about today's graphic design education is matched to Glaser's worldview. We structure both curricula and projects in craft–based progressions from simple to complex, from the abstract to the contextualized. In typography classes, for example, we begin with the letter, and then advance to the word, sentence, paragraph, and page. Sequences of typography courses are built on this simple to complex progression, when opening InDesign demands that students address the formal and interpretive issues of publication design simultaneously; how do you defer a discussion of leading, of column width, of the modernist preconceptions of software, of language? The only option is default, and what kind of typographic lesson is that?

The reality is that our strategy for teaching typography is residue from how students could comp type in predigital times; by drawing. It is the organizational structure for every type book since James Craig's 1970 Designing with Type, but it holds less relevance for what students need to know about communication in a digital world. Typography today is a complex relational system that depends on the interplay of formal, technological, linguistic, and cultural variables. Yet we persist in teaching this progression of scale, isolating such variables within their own distinct conceptual frameworks and rules.

The same strategy exists for how students progress in other studies of form. Foundation lessons begin with abstraction: point, line, and plane; color wheels; and paper–folding exercises. We defer discussions of meaning and context until later levels of the curriculum and beginning students learn these abstraction principles only through patterns in what makes their teachers smile. Nothing about these studies resembles what students know about in the real world, and as a colleague recently suggested, what the clients of design see in our work. So what if we begin with the familiar and complex?"

(Meredith Davis, 4 April 2008, AIGA Boston Presentation)

Presentation made at W/Here: Contesting Knowledge in the 21st Century, Emily Carr University of Art+Design, Vancouver, Canada, 7–9 December 2011.



Simon Perkins

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