Multi-disciplinary, Inter-disciplinary, Anti-disciplinary. Transition Knowledges in Design Education

Abstract

The environmental issues are recently proving to be the center and the connecting element of all the states of crisis, only apparently diversified (energy, political, migration); after the lucid forward-looking analysis of Maldonado in the 70s, the vision proposed in 2019 by the exhibition Broken Nature opens new spaces to the “design hope” activated by design, emphasizing the broad responsibility that the designer must take on contemporary challenges. The complex scenarios of the “transition” (environmental, cultural, productive) are also based on the ability of disciplinary encroachment and on the most radical forms of “anti-disciplinary” innovation, which in some cases opens to design forms of interaction with the most advanced scientific disciplines. The study proposes to explore some approaches and visions that go beyond the interdisciplinarity, already widely practiced in the research and teaching of design, feeding theoretical reflections, methodological oriented to the construction of new ways of connection between knowledge. Even in the most advanced levels of the designer’s training, some didactic experiences in the national and international field are proposed as distinctly interdisciplinary and intercultural paths, fields of didactic-experimentation, scientific related to territorial/global contexts models of complexity and interconnection.