當覺得自己的視野很侷限時，透過跨系或是換個角度想，說不定會好些
這麼想的時候，就剛好看到有人分享了想法相似的動態
設計+社會，很酷啊
From：
高中同學
今天東升老師經過我旁邊，丟了這本叫我看：<為真實世界設計：人類生態與社會變遷>，大概翻過一遍，是有意思的書，東升表示這是1990年代出版的設計經典。
http://www.books.com.tw/exep/prod/booksfile.php?item=0010590879
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這本書很有趣，但後來書還老師，只好自己找網路英文版土砲翻譯摘要一下：
｢設計學校最大的問題在於他們教了太多設計，卻太少社會、經濟、政治環境的學問，而這些正是設計發生之處。在這樣的真空裡是教不了任何東西的，尤其我們將設計視為一個系統，它深深牽連人類的基本需求。｣
"The main trouble with design schools seems to be that they teach too
much design and not enough about the social, economic, and political
environment in which design takes place. It is impossible to teach
anything in vacuo, least of all in a system as deeply involved with
man's basic needs as we have seen design to be."
作者在書末提及他和他的學生為密西根的移民農場勞動者、白人、與東田納西州和北加州疏離的鄉間貧窮人們進行了一個火車設計project，在這個過程中他讓學生學到了......(以下摘引原書)
｢......我們應該也關心這些設計系學生學到了什麼。
顯然他已經投入團隊合作，進行研究及工作、遭遇人們的問題、執行設計流程、並且獲得新技能和眼界。但真正從問題中所學，已經大大地超過上述，從習得當下延續至更久遠的未來。
從互動的層次來看，一系列的教育步驟和學習經驗已然發生。也許最好現在就條列如下：
(1) 學生已經找出、認清、分離出問題。如此為之讓他得以和來自不同專業的團隊互動，並且和一群他未曾認知其存在與需求的使用者一起，投入有意義的工作經驗。
(2) 透過他的作品，讓他的使用者意識到聰明的設計可以為他們帶來的承諾。他已經至少部分地滿足他們的需求。
(3) 藉由共同工作和幫助使用者族群，他已經因此體驗......
(a) 群體與社會的需求
(b) 由使用者需求而來，對社會一部分的知識匱乏；或真切的使用族群之存在
(c) 人人需求皆不同，政治權力結構與產業卻諷刺地漠然以對
(d) 傳統設計教育無法處理特殊社會問題；
(e) 要為這些需求工作，有聰明進行的方法與原則存在；
(f) 學校教育和訓練最明顯缺乏的地方，往往是設計的關鍵之處；
(4) 他已投入令人滿意的作品；他再也不可能做一樣｢好品味｣的設計。
擁有這樣的工作經驗，他將永遠在設計一個美麗、性感的烤土司機之後，感到些微羞愧。
......we should also concern ourselves with what the student has gained.
Obviously he has engaged in research, worked with a team, met the needs
of people, operated with a flow chart, and gained new skills and new
insights.But the actual learning content of these problems is far
greater than that, going from the immediate to the more permanent.
A series of educational steps and learning experiences have taken
place, all of them on an interactive level. It might be best to list
them now:
(1) The student has located, identified, and isolated
a problem. In so doing he has interacted with other members of a
multi-disciplinary team and engaged in a meaningful work experience with
a group of clients whose existence and needs were previously unknown to
him.
(2) Through his work he has made the client people aware
of the promise that design (applied intelligently) can hold out for
them. He has satisfied their needs at least partially.
(3) By working with and helping the group, he has exposed
(a) the needs of the group to society;
(b) the lack of knowledge on the part of society regarding the needs of the group, or the very existence of the group;
(c) the cynical indifference of the governmental power structure and industry to most of the genuine needs of people;
(d) the inability of traditional design-as-it-is-taught to cope with genuine social problems;
(e) the existence of methods and disciplines to work intelligently for these needs;
(f) the obvious lack of schooling and training in this, the most important area of design.
(4) He has engaged in satisfying work; never again will it be possible
for him to engage in the kind of design directed towards 'good taste'.
Having experienced this kind of work, he will forever after feel a little ashamed
when he designs a pretty, sexy toaster.
他將永遠在設計一個美麗、性感的烤土司機之後，感到些微羞愧......
He will for ever after feel a little ashamed when he designs a pretty, sexy toaster ...｣
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