Practice
________
Lectures / Workshops
Placemaking / Gatherings
Land Conservation
Visual Arts
/ The Factory
/ The Gentlemen House
/ The Greenhouse
Academic
__________
Research / Publications
/ Dark but not Alone
/ Mending Open Wounds
/ Learning to (un)Learn
This publication precedes 'Mending Open Wounds' and serves as a glossary of iterations and exercises that culminate in a learning or educational module that leads to Regenerative Design. It is crafted to apply to Higher (Arts & Design) Education and the Ecological and Regenerative professional field. Key iterations are explained and reflected upon in the following chapters. My research iterations were designed and implemented by guiding two semesters of Regenerative Practice with 2nd and 3rd-year students (2023/24) from Willem de Kooning Academy, majoring in Transformation Design. The diverse and insightful input from these two groups has enriched my understanding of the limitations and potential of Regenerative design principles in educational contexts.
The whole is greater than the sum of its parts
Aristotle
Reflecting on the completion of the two-part documentation, while not knowing how the various components of my research would unfold, I came to realise that the entirety of my work thus far has provided me with a profound understanding that the whole can indeed be greater and more powerful than the sum of its parts. This realisation has enriched my perspective, both personally and professionally, demonstrating how my entirety, in turn, can contribute to a more meaningful and impactful outcome for others I will cross paths with in the near future.
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TOWARDS THE WHOLE
The Design, representing the culmination of the research, comprises a series of interconnected and participatory exercises. Its goal is to generate a growing impact, enabling a transition towards a Regenerative practice paradigm. This transition was evidenced in the semester projects of the student participants, where collaborative, sustainable and innovative design within their communities played a pivotal role.
The subsequent pages outline the ‘methodology’ and ‘tools’ devised to encapsulate my final design, including a module map that integrates the activities. Additionally, ‘concepts’ and ‘stimuli’ derived from Regenerative Practice are provided as supplementary information that guided the teaching process.
At the start of the semester, student participants engaged in a reflective exercise by maintaining a routine journal. This practice aimed to monitor new learnings and document incremental steps towards a mindset shift. Keeping a record of written entries and/or visuals is crucial for identifying self-observations (with changes) and self-actualisation (with goals). Journaling caters for self-awareness, reflection and clarity, all of which are essential for Regenerative thinking. It aids in recognising patterns, encourages creativity and supports the development of an evolving perspective, facilitating the emergence of both inventive and compassionate solutions.
Pages from a journal drawn and written by a student participant provide intriguing insights into her thoughts and understanding of her surroundings
DESIGN RESEARCH QUESTIONS
Q1: How can I, as a designer and educator, design accessible and innovative methods to help transition into Regenerative Practice?
The Regenerative movement is widely practised across various industries, including agriculture, the built environment and medicine. However, there is a noticeable gap in educating people about what Regenerative Design entails and its significance. Therefore, I view my role as a catalyst for raising awareness, guiding understanding and facilitating the transition to Regenerative principles. By bridging the gap between theory and practical application, I aim to inspire and empower individuals and communities to embrace Regenerative design, ultimately contributing to a more sustainable and resilient future.
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Q2: How can I develop a reformed mental framework to unlearn cognitive skills influenced by an industrial growth-driven society?
While drawing from and analysing the works of various influential authors, ranging from environmental activist Joanna Macy (Works that Reconnects) to systems theorist Fritjof Capra (The Systems View of Life) and from philosopher Roman Krznaric (The Good Ancestor) to practitioner Janine Benyus (Biomimicry 3.8), a common theme emerges: the urgent necessity for our cognitive abilities to embrace new mindsets in order to enact life-sustaining differences within the intricate web of our living systems. Incidentally, the three most prominent cognitive concepts that highlight the practice of care are Empathy, Reciprocity and Long-Term Thinking. This is where the framework “Learning to (Un)learn” begins.
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Q3: How can I design participatory tools and exercises to narrow the gap between Human and non-human species?
The practice of care is central to the design of the tools and exercises in this research. It emphasises the three interconnected and essential cognitive traits mentioned in Q2. Participants engage in this process using curated methods to facilitate the practical implementation of the exercises. By incorporating imaging and emotional elements into the design process, they can deepen their understanding and achieve significant outcomes that resonate with personal experiences and feelings towards non-human species. This element is crucial for learning within our More-than-Nature context.
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Q4: How can Regenerative Practice be integrated and enhanced into the Higher Arts & Design Education curriculum?
As explained in Q1, there is an urgent need to educate on the concepts of Regenerative Practice, particularly to our generation of future custodians in tertiary education. This urgency arises as neurodevelopment is still taking shape within this age group and their evolving maturity begins to grasp complex issues. Engaging students through art and design encourages creativity, critical thinking and problem-solving skills essential for addressing societal challenges. By integrating these disciplines, students not only acquire practical skills but also develop a profound understanding of the interconnectedness between human and NonHuman environments. This understanding can inspire innovative ideas that prepare them to collectively lead in building a Regenerative future.
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