Relational Design
From Dreamfish
Relational Design is used in planning collaborative activity. In the design process, a practitioner or a group can design for engaging at least three dimensions:
Knowing, Participation and Perception.
[edit] Knowing
Engage Multiple ways of knowing. Each person is unique in Learning styles, culture, ethnicity, age, gender, discipline, physical ability, sexual orientation, religion. Engaging Diversity can create conditions for transformation. By creating an open space of not-knowing, diversity becomes a fertile field for learning. Ask: How do we acknowledge, respect and engage different ways of knowing?
[edit] Participation
Engage diverse ways of participation. Deep participation does not mean that all participation looks the same. Some participants may participate in more passive observation. Many will participate with guided help. Some may want to pro-actively initiate new kinds of participation. Ask: How do we design for different kinds of participation?
[edit] Perception
Engage an ecology of perception. Engaging kinesthetic senses, hearing and visual in a multi-modal interplay can be transformative for individuals, group and the environment. Each person’s perceptual system is different. There is more robust learning as more diversity is engaged . Multi-modal practice allows individuals to gain more awareness.
Ask: How do we design for the kinesthetic in particular, as well as auditory and visual? How do the Kinesthetic, Auditory and Visual modes interact in relation to the self, group and environment? Mobilizing the body’s perception is also way to engage the environment, as well as a group and the individual self. The body is shared by humanity . The body is also the human site of the earth. The body is part of the larger whole of life. The body’s perception is coupled with the environment, in each breath we take, in each step and each vision . Therefore, offering ways to engage the body more deeply is the key to the people side of sustainability.
Tiff 19:04, 20 May 2009 (PDT)
for related, see:
 |
|  |