Social Design

I conduct a workshop on Social Design & Design for Social Impact at Design and Business Schools. This one was conducted at the India campus of Lécole de design Nantes Atlantique, in Bangalore, with the students of the Transcultural Design class.

Transcript

1. SOCIAL DESIGN Design for the other 90% Lecture delivered during the ‘Social Design Workshop’ held on MAY 21, 2013 Transcultural Design class, Lécole de design Nantes Atlantique (India Campus) Bangalore @kshitiz, Kshitiz@happyhorizons.in
2. SOCIAL DESIGN Kshitiz ANAND @kshitiz Design for the other 90%
3. 90% of a designer’s time is spent on the richest 10% - Paul Polak
4. CAN DESIGNERS CHANGE (IMPROVE) THE WORLD?
5. Y ! D f r !
6. Design has become the most powerful tool with which man shapes his tools and environments (and, by extension, society and himself) - Victor J Papanek, Design for the Real world
7. WHAT IS COMMON?
8. WHAT IS SOCIAL DESIGN
9. The foremost intent of social design is the satisfaction of human needs. The broad objective of social design is to improve ‘social quality’.
10. DESIGN for WANT DESIGN for NEED
11. THE NEED?
12. UN Millennium DEVELOPMENT GOALS h"p://www.un.org/millenniumgoals/  
13. WHAT AM I TALKING ABOUT ? 2.2 million people globally each year die due to _______?
14. WHAT AM I TALKING ABOUT ? 2.2 million people globally each year die due to Diarrhoea h"p://www.who.int/water_sanita6on_health/diseases/diarrhoea/en/  
15. h"p://www.un.org/millenniumgoals/  
16. EVIDENCES? There  are  a  lot  of  individuals,  companies  working  on  this  now  and  they  span  across  sectors    
32. h"p://www.slideshare.net/kshi6z/design-­‐u-­‐turn-­‐from-­‐want-­‐to-­‐need  
33. Human centered design IS AT THE HEART OF SOCIAL DESIGN
34. ARGUE Have ‘Design Thinking’ and ‘Social Innovation’ become permanently intertwined?
35. UNDERSTAND LIFEWORLDS - Edmund Husserl introduced the concept of the lifeworld in his ’Crisis of European Sciences’ (1936)
36. Lifeworld: (German Lebenswelt) h"p://en.wikipedia.org/wiki/Lifeworld   A state of affairs in which the world is experienced, the world is lived. A universe of what is self-evident or given. Cannot be understood in a purely static manner as all things appear as themselves and meaningful.
37. This collective inter-subjective pool of perceiving, is both universally present and, for humanity's purposes, capable of arriving at 'objective truth,' or at least as close to objectivity as possible. Lifeworld: (German Lebenswelt)
38. Research perspectives
39. 1.  Phenomenological 2.  Epistemological 3.  Sociological
40. Phenomenological (- Husserl & Schütz) - see the lifeworld to be the study of the structures of subjective experience and consciousness -  to understand that we each individualistic, “I-the-man” and all of us together, belong to the world as living with one another in the world - the world is our world, valid for our consciousness as existing precisely through this 'living together.’
41. Phenomenological (- Husserl & Schütz) - One has to place oneself in a context comprised of the various others and the collective shared experience of individuals and objects. - It is therefore not about the individual ego of the designer; rather we, in living together, that we understand the world. WHAT IT MEANS
42. Individual (subjective) understanding of the lifeworld   Lifeworld  
43. Sociological (- Habermas) -  Viewpoint of an objective reality of the society, taking account the social and material environmental conditions and their relevance -The view of the lifeworld is more or less the "background" environment of competences, practices, and attitudes representable in terms of one's cognitive horizon -lifeworld as consisting of socially and culturally sedimented linguistic meanings
44. Sociological (- Habermas) WHAT IT MEANS - the focus here thus is not on the consciousness of the individual, but to understand the practical rationality that is being governed by the rules of that system - Social coordination and systemic regulation occur by means of shared practices, beliefs, values, superstitions, alternate and parallel governing bodies and structures
45. Individual (subjective) understanding of the lifeworld   Rules of governing Practices Beliefs Superstitions Agreements Lifeworld   View from the rules of the system Towards an objective reality Of that what is agreed upon and governed by and followed
46. Epistemological - touches upon the notion of ‘life conditions’ as a further reference point to understanding the social space. - life conditions include material and immaterial living circumstances as for example employment situation, availability of material resources, housing conditions, social environment (friends, foes, relatives, etc.) as well as the persons physical condition.
47. WHAT IT MEANS - It is entrusted on top of the lifeworld and the Social and material environment conditions. Epistemological
48. Individual (subjective) understanding of the lifeworld   Understanding the life conditions that are a result of the rules and the individual’s positioning in the lifeworld Viewing within and Of Life Conditions   Rules of governing Practices Beliefs Superstitions Agreements Life conditions  
49. BELIEVE IN WHAT YOU SEE IN WHAT YOU HEAR IN WHAT YOU FEEL IN WHAT YOU EXPERIENCE
50. INSPIRE IDEATE IMPLEMENT
51. WICKED PROBLEMS - Rittel & Webber [ 1973] With social design you would run into Wicked Problems
52. “Some problems are so complex that you have to be highly intelligent and well informed just to be undecided about them.” - Laurence J. Peter
53. It is a class of social system problems, which are •  ill-formulated, •  the information is confusing, •  there are many clients and decision makers with conflicting values, •  the ramifications of the whole system are thoroughly confusing, •  it is messy, circular, and aggressive, extraordinarily difficult to categorize or define. CHARACTERISTICS
55. DEFINING WICKED PROBLEMS IS IN ITSELF A WICKED PROBLEM
61. ALL PROBLEMS ARE OPPORTUNITIES IN DISGUISE
64. Multiple starting points and often no clear end mark the characteristics of wicked problems as the solution are intermingled with another problem within the same social space and share a causal relation to each other Anand  K,  Haag  J;  “A  framework  for  teaching  Design  for  Social  Impact  ,  Feb  2013    
65. COMMUNICATE COLLABORATE CREATE
66. RESEARCH AGENDA
67. CONTEXT •  Understand context properly •  Talk to and study different stakeholders
68. IDENTIFY •  Large problem space •  Small problems in large problem space and how they connect with each other
69. USER GROUPS •  Identify different user groups •  Differentiate between target group and affected group
70. Empathize •  Remember cultural rules •  Do not hurt sentiments
71. ANALYSIS
73. CREATE SOLUTIONS Do not make just some noise
74. CREATE SOLUTIONS Break patterns & set norms Change systems
75. INCLUSION Design with (not for) to create change
76. INCLUSION Design with input and involvement of beneficiaries
77. QUESTION How can things be better?
78. MEASURE The outcomes of the work done and not just rely on Outputs
79. h"p://www.slideshare.net/CharlesGYF/six-­‐habits-­‐of-­‐social-­‐entrepreneurs  
80. h"p://www.slideshare.net/CharlesGYF/six-­‐habits-­‐of-­‐social-­‐entrepreneurs  
81. IDEATION
82. Product
83. Product in system Anand  K,  Haag  J;  “A  framework  for  teaching  Design  for  Social  Impact  ,  Feb  2013    
84. DCI: Divergence – Convergence - Integration   Anand  K,  Haag  J;  “A  framework  for  teaching  Design  for  Social  Impact  ,  Feb  2013    
85. System-Product Harmonization   Anand  K,  Haag  J;  “A  framework  for  teaching  Design  for  Social  Impact  ,  Feb  2013    
86. Social Design process   Anand  K,  Haag  J;  “A  framework  for  teaching  Design  for  Social  Impact  ,  Feb  2013    
87. MEASURING IMPACT
88. a) Short term b) Long term
89. a) Tangible b) Intangible
90. THANK YOU Email: kshitiz@happyhorizons.in Twitter: @kshitiz