This article was originally published by Medium.
In the past, there have been many attempts to leverage design as an agent for positive social change, but few of these have articulated how to undertake, lead, and catalyze such change. Nor have they identified or incorporated the areas of knowledge and investigation required to do so. Transition design acknowledges that we are living in transitional times and takes as its central premise the need for societal, systems-level change for more sustainable futures and the contention that design has a key role to play in these transitions.
Transition design is complementary to and borrows from myriad other design approaches (such as design for service and social innovation), but is distinct in several ways and therefore generates a corresponding body of new skill sets. All of these can deepen and enhance designing within shorter horizons of time and more mainstream contexts.
The idea of and need for transition is central to a variety of current discourses concerned with how change manifests and how it can be initiated/directed (in ecosystems, organizations, communities/societies, economies, and even individuals). These approaches inspired the term transition design, a new area of design focus that is informed by knowledge outside design, such as science, philosophy, psychology, social science, anthropology, and the humanities in order to gain a deeper understanding of how to design for change/transition in complex systems.
The School of Design at Carnegie Mellon University uses a heuristic model to characterize four different but interrelated, mutually influencing areas of transition design. These areas are 1) Vision; 2) Theories of Change; 3) Mindset & Posture; 4) New Ways of Designing.
In short, transition design:
For more information on transition design, see transitiondesign.net or check out School of Design, Carnegie Mellon University’s syllabus for a Transition Design course.
Terry Irwin is the Head of the School of Design at Carnegie Mellon University and has been teaching at the University level since 1986. Prior to joining Carnegie Mellon in 2009 she was an adjunct professor of design at Otis Parsons College of Art and Design,
Los Angeles, and California College of the Arts (1989-2003), San Francisco and was a lecturer in design at University of Dundee, Scotland. She has lectured and guest taught at numerous schools in Europe and North America including Art Center, Los Angeles,
The University of Washington, Seattle, Arizona State University, Tempe, Virginia Commonwealth University, Richmond, North Carolina State University, Raleigh, Rhode Island School of Design, Providence, University of the Arts, London and Bolzen Bolzano, Italy
and the ICIS Centre, Denmark among others. Terry was a founding partner of the San Francisco office of MetaDesign, an international design firm with offices in San Francisco, Berlin, London, and Zurich and served as Creative Director from 1992 - 2001. In 2003
Terry moved to Devon, England to do a Masters Degree in Holistic Science at Schumacher College, an international center for ecological studies. After completing her studies, she joined the faculty and taught design thinking to students with backgrounds in
biology, ecology, physics, sociology and activism. In 2007 she moved to Scotland to undertake PhD studies at the Centre for the Study of Natural Design at the University of Dundee, Scotland. Terry's research explores how living systems principles can inform
a more appropriate and responsible way to design and she is currently working with the faculty at CMU to incorporate 'design for society and the environment' into the heart of the curriculum. Terry holds an MFA in Design from the Allgemeine Kunstgewerbeschule
in Basel, Switzerland.
Around the world, designers are creating better communities
by working with nonprofits and citizen groups to improve the human experience.
AIGA’s Design for Good initiative encourages and recognizes pro bono and social engagement design projects.
Section: Why Design -
Design for Good
Design Educators Community
The AIGA Design Educators Community (DEC) was established in 2004 to support the unique activities and responsibilities of the design educator at the undergraduate and post-graduate levels in a wide variety of institutional settings. The goals of this community are to: facilitate commun
Section: Tools and Resources -
When most designers look at how to approach social issues, they tend to think about creating a meme, a poster, or T-shirt design. Spurred on by the unrest in Ferguson, Missouri, Antionette Carroll wanted to do more.
Section: Inspiration -
social issues, Diversity and Inclusion
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In 1964, Saul Bass hired me as a strategic logo design planner, account
manager, and director of new business contacts. I was young, just a few
of UCLA, and I was attracted to Saul's rational approach to great
logo design in the ‘60s. Saul was captivating as he described his
reasoning why his great
designs worked: thoughtful planning first, design next. Then it all
came together which I call credibility-based logo design. This new
resulting process happened one night in Saul's office.
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