Abstract
“Dominator culture has tried to keep us all afraid, to make us choose safety instead of risk, sameness instead of diversity. Moving through that fear, finding out what connects us, revelling in our differences; this is the process that brings us closer, that gives us a world of shared values, of meaningful community” (hooks, 2003). It is in educational spaces where students begin to identify with race, class, nationality, religion, gender, sexual orientation, and social background. And with an increased diverse student body—which bring a wealth of knowledge, skills, and experiences into the classrooms—it is imperative for design educators to continue to transform the design curriculum. Conversely, the traditional Eurocentric ways of learning are no longer sufficient for a globalized industry. Because design involves relating with, connecting to, participating in, and understanding others and the world; it is critical for design students to understand that their own personal beliefs, views, values, and ways of being impact the work they create. This paper will 1). present a framework for integrating ethics in the design classroom, 2). showcase the outcomes and discuss the limitations and implications of the assignments, and 3). conclude with some final thoughts on the value of incorporating ethics to transform the student experience. The framework seeks to empower students to navigate ethical dilemmas and complexities inherit in the design field. Ultimately, the paper argues for the integration of ethics as a core foundational component in the design curriculum.
Presenters
Angelica SibrianTeaching Assistant Professor, School of Art and Design, University of Illinois, Urbana-Champaign, Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Ethics, Values, Morals, Transformative, Tools, Design, Curriculum
