Integrating ‘Outer Space Design’ into Design Curriculum

Abstract

The imagination of human beings and the exploration of novel ideas have always contributed to developments in science. These developments lead us to re-examine the existing structures in our environment and society so that they can be further improved. The review of literature regarding science fiction and its place in education also highlights the need for novel topics in design education. Thus, integrating a course in the curriculum of design education that aims to explore futuristic and visionary oriented environments like Mars Colonies, Orbital Space Colonies or Orbital Space Hotels would seem crucial. Such topics would probably not only stimulate the students in their design process, but also develop their imagination, as they require research and synectic thinking. As to whether stimulating imagination should be among the priorities in teaching, in fact, it is the dreams, imagination and creativity that has shaped and will shape human development and social-cultural contexts. Abstract JADE 23.1

Studio culture / war culture: pedagogical strategies for reconstructing Beirut's southern suburbs

“…Without a vision of something better [or worse], something that inspires, the chance of social progress is low; and the clearer the vision, the better the chances of achieving it. 14 The utopian approach was emphasised in the studio as an antidote to learned helplessness, to the passive attitude induced by a long-lasting war in which Lebanese people have been reinforced in their belief that they can never initiate change through self-determination, and that decisions of war and peace are imposed from above and from outside. The course reacted to this attitude.…”

Designing a Utopia: An Architectural Studio Experience on David Harvey's Edilia

“…As discussed, there are very few examples of utopian thinking in design education. In the cases of Franck (1998) and Wilsing (Wilsing & Akpinar-Wilsing 2004), the issues of utopia and visionary thinking were studied in lecture courses rather than a design studio. By bringing utopia into the design studio, some uncertainties are immediately faced.…”

“…Above all, the possibilities of utopian thinking in design education have few examples. Wilsing & Akpinar-Wilsing (2004) have discussed how futuristic and visionary subjects may develop the imagination in architectural education with the help of novel topics and science fiction. They have integrated a course on futuristic and visionary environments, like Mars colonies, with the aim of fostering creativity in architectural education.…”

Human Culture and Science Fiction: A Review of the Literature, 1980-2016

“…Literary criticism is an expected theme in a review of publications on fiction; pedagogy, however, was not a search term and consequently the prevalence of the use of science fiction in education and for educational purposes was a significant finding. This varied from classroom education employing science fiction texts and media as aids to learning (Larsen, 2011;Toscano, 2011;Wilsing & Akpinar-Wilsing, 2004), to observations on how science fiction has served as popular, informal, education on a range of topics; leading to both positive (Coyer, 2014;Hansen, 2004;Jonsson, 2013;Strauss, 2015) and negative outcomes (Banerjee, 2003;Geraci, 2007;Hull, 2005;Jameson, 1987;Jonsson, 2013;Kohlmann, 2014;Kotasek, 2015;Parrinder, 2009;Shaddox, 2013;Van Gorp, Rommes, & Emons, 2014), to recommendations on the use of science fiction as an effective educational medium or resource (Erren & Falaturi, 2009;McIntire, 1982;Milner, 2009;Van Dijck, 1999).…”

“…Literary criticism is an expected theme in a review of publications on fiction; pedagogy, however, was not a search term and consequently the prevalence of the use of science fiction in education and for educational purposes was a significant finding. This varied from classroom education employing science fiction texts and media as aids to learning (Larsen, 2011;Toscano, 2011;Wilsing & Akpinar-Wilsing, 2004), to observations on how science fiction has served as popular, informal, education on a range of topics; leading to both positive (Coyer, 2014;Hansen, 2004;Jonsson, 2013;Strauss, 2015) and negative outcomes (Banerjee, 2003;Geraci, 2007;Hull, 2005;Jameson, 1987;Jonsson, 2013;Kohlmann, 2014;Kotasek, 2015;Parrinder, 2009;Shaddox, 2013;Van Gorp, Rommes, & Emons, 2014), to recommendations on the use of science fiction as an effective educational medium or resource (Erren & Falaturi, 2009;McIntire, 1982;Milner, 2009;Van Dijck, 1999).The majority of the remaining papers were classified under the closely related, but distinct, themes of science and technology studies (Bainbridge, 2004;Brandau, 2012;Fendt, 2015;Maguire, 2013;Schwartz, 2013;Sielke, 2015;Slaughter, 2014) and science communication (Carpenter, 2016;Nerlich et al, 1999), which were also connected to pedagogy in three papers (Hansen, 2004;McIntire, 1982;Toscano, 2011). The two explicitly communications-themed papers were concerned with the melodramatic and negative effect of use of science fiction tropes in media representations of science.…”