Hacia la contingencia: cómo la alfabetización en diseño favorece visiones del mundo plurales y potencia el diseño transicional
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La palabra alfabetización se ha venido utilizando para describir una amplia gama de competencias, entre ellas, la alfabetización en diseño, un término que, a pesar de su presencia en el discurso del diseño, sigue estando caracterizado por una cierta confusión. En este artículo analizamos este campo teórico altamente discursivo para obtener un conocimiento más amplio y matizado del tema. Al hacerlo, sostenemos que estas posturas divergentes también se deben a la ambigüedad del término diseño.
Entendemos el diseño como una permanente deconstrucción y reconstrucción del mundo, como una forma de crearlo, tanto física como conceptualmente. Por consiguiente, la alfabetización en diseño puede entenderse como una manera de percibir indicios de diseño y sus procesos, de percibir el mundo como contingente: un proceso cognitivo circular de reconocimiento de que algo, si no todo, en nuestro pluriverso cultural está diseñado, y entender cómo ha sido diseñado y que puede convertirse potencialmente en objeto de diseño una y otra vez. En nuestro artículo destacamos la contingencia del diseño y el nivel ético que puede surgir al ser conscientes de la posibilidad de un diseño diferente.
Por último, nuestro objetivo en este artículo es subrayar que la alfabetización en diseño es una competencia crucial para fomentar perspectivas plurales e iniciar procesos de transición, ya que ayuda a reconocer la necesidad temporal, pero no necesidad a largo plazo, de cosas (lo que incluye especialmente la naturaleza transitoria de las creaciones propias).
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Dustin Jessen, Folkwang University of the Arts; Wuppertal Institute for Climate, Environment and Energy
Dustin Jessen estudió diseño en la Folkwang University of the Arts en Essen y en la Design Academy Eindhoven y obtuvo su título de máster en el Royal College of Art (RCA) de Londres en 2014. Ha sido ayudante de investigación en la Folkwang University of the Arts desde 2014, donde comenzó su proyecto de doctorado en 2018, financiado y tutelado por la Comisión de Recursos de la Agencia Federal de Medio Ambiente de Alemania.
Sven Quadflieg, Hamm-Lippstadt University of Applied Sciences
Sven Quadflieg estudió diseño en la Folkwang University of the Arts en Essen y en la Zurich University of the Arts y obtuvo su doctorado en la HFBK Hamburg. Después de diversos puestos como docente en la Bergische Universität Wuppertal y la FH Münster, entre otras, es profesor en la Hamm-Lippstadt University of Applied Sciences desde 2017. Es miembro de la German Society for Design Theory and Research, la International Gender Design Network y la Design & Posthumanism Network.
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