An Ecology for Design: A call for integrated action in India

An Ecology for Design: A call for integrated action in India

I was invited to a panel discussion at MICA, Ahmedabad (MUDRA Institute of Communication) as part of the National Seminar on Ecology, Communication and Youth: An ICZMP initiative at MICA campus, Shela, Ahmedabad from February 25 – 27, 2013 organised in partnership with, Gujarat Ecology Commission (GEC). 
 The participants were NGO's and Field workers who are all youth from across the country, ecology and communication scientists and researchers and I was asked to speak in Hindi, which I did. The speakers at my session were scientists from ISRO, SAC and International expert in disaster management and the title of the session was Science and Arts for Managing Coastal Resources and as usual design was missing from the session title. My paper that I presented at the seminar is quoted below and the visual presentation can be downloaded from this link here as a pdf file. 
Download visual presentation here as a pdf file 3.8 mb
Text file of my lecture is here as a pdf file 65 kb size

I did not stick to the text submitted below but I did vent my thoughts on the disparity in funding and support from the Governemnt of India as well as the States for science and technology when compared to design although the premier Institute for design has now (finally) been accorded National recogntion by the Union Cabinet with the status of an Institute of National Importance. The scientists present at the seminar conferred with me and in response to my enquiery told me that the SAC gets about Rupees 600 crores a year and the parent organisation ISRO gets Rupees 6000 crores per year as their annual budget support for the year. Add to this the Rupees 5000 crores per year that is given to the CSIR and many hundreds of thousands more to defence and other sectors in the name of technology you will see that there is a complete absence of support for design in comparison. My stated position is that our country will not be able to solve its critical problems if this kind of disparity of funding continues in the future and I hope this message is heard and acted upon by the Finance Minister in his forthcoming budget or in a followup action when the matter of design as an activity of national importance is brought before the Indian Parliament, hopefully soon.

An Ecology for Design: A call for integrated action in India

M P Ranjan
Professor – Design Chair, CEPT University
Ahmedabad

Presentation at National Seminar on Ecology, Communication and Youth at MICA, Ahmedabad on 26 February 2013

Preamble
Quote from her “A Note from the Author”
“As corporations, which play such a powerful determining role in our species’ behavior as a whole, understand and abide by the sustainable survival principles of living systems, their goals will come into harmony with our personal and community goals. We can then mature like other species from competition to cooperation and build a human society in which the goals of individual and community, of local and global economy, of economy and ecology are met. This will shift us out of crises and into the happier, healthier world of which we all dream. Let it be so!”
                                                     Elisabet Sahtouris, September, 1999

as quoted in Elisabet Sahtouris and James E Lovelock, Earthdance: Living Systems in Evolution, iUniverse, 2000 (ISBN-13: 978-0595130672) This excellent book can be downloaded from her website here. or from a direct link as a pdf file here Earthdance.pdf 800kb

Ecology and Design
For me the seminar at MICA that will focus on the ecology of coastal Gujarat is an occasion to reflect on the terms – “Ecology” as well as “Design” – since both of these for me are central for understanding the world as a system and not as a collection of parts that we most times tend to do in order to achieve administrative convenience. 

The word Ecology is perhaps well understood by this gathering as the overarching processes of nature that includes the scientific study of the relationships that living organisms have with each other and with their natural environment. It alludes to the manner in which the various parts of the natural environment relate with each other and contributes to the sustainable survival or demise of the whole system.

My definition of the word Design, however, may not be generally known nor accepted easily since we all carry so many versions for this particular word. So let me state it here in brief to explain my arguments further. 

Design is a cultural system just like literature, music, art and philosophy. Design is driven by human intentions and actions that shape our environment and over time it shapes us and the culture and values that we hold dear. It is not only informed by culture, but also helps create it and is one of the central contributors of both the tangible and intangible resources of any cultural entity through a constant process of evolution and assimilation that these living cultures tend to do. Design at a deep level deals with all aspects of human evolution and in the production of culture through the human use of local resources as well as the unfolding of human imagination and political action that brings change. Therefore this search is not just for truth that exists (which is what science does) but a search for what could be the imagined possibilities and options and these are preferably aligned with an existing trajectory of culture so that it is more acceptable to local inhabitants and the holders of that particular culture. Therefore, design imaginations offerings cannot be tested in a laboratory but can only be manifested in the world through its acceptance by the people who wish to own it and put it to use. They need to be prototyped and visualized at an early stage and then taken through many stages of refinement and testing before a wholesale adoption of the se offerings can be made practical and desirable. Design is also a profession and here our understanding of its knowledge, skills, sensibilities and its scope are all changing as we continue to gather insights from our practice and research here in India and today it is substantially different form when it was introduced as a modern discipline in India some fifty years ago

Design is a discipline that uses all the disciplines known to humanity in order to build a synthesis of new offerings –settlements, products, spaces, services, activities as well as organizations – for the betterment of our society and to meet their aspirations, needs and desires with the natural and cultural resources that are available and accessible at any given time and place. Over time, what we build tends to shape us and all that we think and do.

Design as a System
I have used the metaphor of fire to define design using a model that was developed with my students. When we look at fire we see that it has various components — Fire (Agni) is a process of transformation — a material is transformed by organic exchanges with the environment and an effect is the product of this exchange. The process is always situated in a particular context and this context is represented by the ground on which stands the fire, both time and place taken together form the context. The process of burning and the products of light, heat and smoke are all in close interplay with the environment and design too is an activity that can happen only with reference to its own context. This fire therefore represents the kind of complex transaction that I consider an adequate expression for the systems metaphor for design.

This means that we see design as a complex activity. There is not a single product that we can call a simple product. Take for example the simplest of products that you can think of and explore its possible effects. If you look at it only as a product of technology, that is, as some material transformed into a functional shape, then it would seem to be simple. However if you consider its entire life-cycle and its impact on society, it is quite another matter altogether. So it is becoming increasingly evident that design has to look beyond the object itself as a mere artifact, as produced by technology, to the effects that these objects have on a complex set of user-related parameters and finally the effects of these objects on the environment and culture at various stages of their life cycle need to be taken into consideration while we design them.

This leads us to re-evaluate the role of design and to anticipate the shape of the design activity in the years to come. We are beginning to understand the complex nature of design, which means that you also need a fairly complex method of dealing with it. Design methodologies need to be reevaluated and innovated to cope with this complexity. A lot of technological development in recent years has created negative results, some with catastrophic consequences. We are certain that the exploitation of technology without the use of design processes that take cognizance of the long term needs of users and environments will lead to disaster.

We can call this an ecological view of design when we are attempting to deal with the complexity of both natural systems as well as how they connect and are influenced by human interventions and activities.

Three Orders of Design
In a paper that I had presented in Istanbul in 2009 titled:” Hand-Head-Heart: Ethics in Design” I had proposed a new organization of our understanding of the design activity as the three orders of design. 

The “Ethical Design Vortex” that moves through these three orders in sweeping and overlapping stages includes various manifestations of design thoughts and actions along a growing spiral of influences and categories listed below:

• The First Order of Ethics in Design
Material – Craftsmanship – Function – Technique – Structure
This level of design is recognized by most people and is the commonly discussed attribute. Here material, structure and technology are the key drivers of the design offerings as these help shape the form that we eventually see and appreciate in the artifact. We can appreciate the offering as an honest expression of structure and material used and transformed to realize a particular form that is both unique as well as functional. It is here that skill and understanding of the craftsmen are both used to shape the artifact through an appropriate transformation with a deep understanding of its properties and an appreciation of its limitations.

• The Second Order of Ethics in Design
Economy – Society – Communication – Environment
This level is influenced by utility and feeling of a society and is largely determined by the marketplace as well as by the culture in which it is located. Here aesthetics and utility are informed by the culture and the economics of the land. We can sense and feel the need for the artifact and the trends are determined by the largely intangible attributes through which we assess the utility and price value that we are willing to accord to this particular offering, which is quite independent of its cost.

• The Third Order of Ethics in Design
Politics & Law – Culture – Systems – Spiritual
This level is shaped by the higher values in our society and by the philosophy, ethics and spirit that we bring to our products, events, systems and services. At this level value unfolds through the production of meaning in our lives and in providing us with our identities and these offerings become a medium of communication in themselves, all about ourselves. It is held in the politics and ethics of the society and is at the heart of the spirit in which the artifacts are produced and used in that society. There are deeply held meanings that are integral to the form, structure as well as some of the essential features which may in some cases be the defining aspects of the offering, making it recognizable as being from a particular tribe or community. These features define the ownership of the form, motif or character of the artifact and these are usually supported by the stories and legends about their origin and give meaning to the lives of the initiated.

Conclusion
I do not have much time to elaborate these positions and provide all the case studies that we have gathered over the years. These are described in my previous papers as well as on my blog – “Design for India” – and can be accessed from there. However this presentation will not be complete without stressing that we need to build a suitable ecology for design itself to flourish here in India since we seem to have adopted specialization as our preferred approach to dealing with problems as and when they crop up while relegating the organized integration of these special knowledge and tools to chance encounters of committees that we put together to manage these events as they come to our attention. On the other hand we speak of public private partnerships where we place these actions in the hands of some entrepreneur who is supposed to first create these new offerings by inventions and also “jugaad” without the benefit of a nurturing environment on which these activities can take place in a sustained and effective manner. India needs to reconsider its approach to design and to recognise design as an ecological offering that has many layers and relationships and also to set up processes and organisation that can use that language and tools of design to transform our society and the environment on which they live, work and play. We will also need to look at the manner in which design can be integrated into all our activities and not leave them as domains of specialist activity as they have been in the past. For this to happen we will need to look at how design is being taught in our schools and institutes and how these will change to accommodate the new understanding of design that we now have arrived at through our various journeys and from the crisis that some of our past actions have created at the level of the ecology, while looking at the health of the whole and not just the parts.

References
1. Elisabet Sahtouris and James E Lovelock, Earthdance: Living Systems in Evolution, iUniverse, 2000 (ISBN-13: 978-0595130672)
2. Harold Nelson and Eric Stolterman, The Design Way, (Second Edition)
Intentional Change in an Unpredictable World, MIT Press, 2012 (ISBN: 9780262018173)
3. M P Ranjan, blog “Design for India” www.designforindia.com

About the Author

M P Ranjan
Professor – Design Chair, CEPT University
Design Thinker & Author of blog www.designforindia.com,
Ahmedabad

Prof M P Ranjan is a design thinker with 40 years of experience in design education and practice in association with the National Institute of Design. He helped visualize and set up two new design schools in India, one for the crafts sector, the IICD Jaipur and the other for the bamboo sector, the BCDI Agartala. His book Handmade in India is a comprehensive resource on the hand crafts sector of India and was created as a platform for the building of a vibrant creative economy based on the crafts skills and resources identified therein.

His book on bamboo opened up new frontiers for design exploration in India. He has explored bamboo as a designer material for social transformation. Bamboo has been positioned as a sustainable material of the future through his work spread over three decades. His work in design education covered many subjects including Design Thinking, Data Visualisation, Interaction Design and Systems Design

His blog “Design for India” has become a major platform for Indian design discourse.

He is on the Governing Council of the IICD, Jaipur and advises other design schools in India and abroad. He lives and works from Ahmedabad in India. He has been acknowledged by peers as one of the international thought leaders in Design Thinking today

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Recognising the Roots: NID accorded status of "Institute of National Importance"

Recognising the Roots: Indian Cabinet approves status of an "Institute of National Importance" for the National Institute of Design, Ahmedabad.
Prof. M P Ranjan

Sand sculpture extending the buttress roots of the Big Tree in the Gira Gautam Square at NID Paldi in Ahmedabad created as part of the class experience of Media explorations by Textile Design students under the guidance of teacher Jayanthi Naik (J L Naik) last week. They must have had a premonition about the Indian Cabinets' forthcoming act of passing a resolution according the status of "Institute of National Importance" to the National Institute of Design, Ahmedabad at the meeting held on 10 January 2013. See PIB News release here.

The National Institute of Design was set up in 1961 based on a report by Charles and Ray Eames called the India Report of 1958. In the past 50 years the Institute has had a remarkable journey of exploration and discovery that was informed by the spirit of the India report but the Government that had set it up with a great deal of vision  and enthusiasm in 1961 seemed to have been all but forgotten over the next 50 years with the Institute being managed by a small department within the Ministry of Industry while the other major national institutes such as the Indian Institutes of Technology and the Indian Institutes of  Management were placed under the Ministry of Education which is now the Ministry of Human Resources and they were accorded a status of importance that NID was never given for over 50 years of its existance.

The return of the echo of the dramatic roots in the sand sculpture by Naik's students somehow reflects the Governments belated recognition of NID and its value system and the contributions that it has made and the critical role that it can make in the building of the nation in the years ahead which now becomes possible with this significant act of recognition. NID can become an equal partner in the journey of nation building in the years ahead along with the other streams of knowledge that are already recognised and well funded. We should not let this occasion slip into another bout of  extended amnesia since it is so easy to forget the contribution of design since most of it is intangible and hence cannot be measured by the yardsticks of science, technology or management and it needs to be sensed and felt long before the hard measurements begin to make sense. The dramatic roots of the Big Tree  at the Sarabhai plaza were covered up when the platform was built in their honour just as much of NID's educational experiments were undermined by the search for formal recognition from the educational systems that dominate India. NID went through the whole process of trying to get the status of a Deemed University in a mistaken level of enthusiasm that many of us had labelled "Doomed Univerity" since the search seemed to be for qualification and not competence and sensibilities that are so important and central to design action. I hope that the efforts to write the history of NID will look at these significant moments and efforts and contributions and not gloss over the shift to grades and marks (quantitative systems of evaluation) in search of recognition of a deep and stable educational system that was an experiment at NID (qualitative systems of evaluation) that needs to be cherished and perhaps used to inform all of higher education in India in the days ahead.

We need to ponder on those values and processes of education that NID had built and through decades of hard work in the face of great opposition from outside as well as within and this is something from which so many of its alumni have found substance and sustenance to face the challenges of a very hostile Indian landscape for the uncertain and the new that has been India of the past 50 years from our experience in the lack of recognition from both India Governments as well as from Industry. This is not surprising since we live in a very controlled economy even with all the bouts of liberalisation and design can only flourish when there is real competition and an open economy and India is now heading in that very direction and design  will be the core activity going forward from here.

Gautam Gira Square and the Big Tree from the Wood Workshop end. The extended roots were covered when the commemorative platform was built to celebrate the founder Chairman of NID
- http://www.flowersofindia.net/catalog/slides/Badminton%20Ball%20Tree.html -

What are those roots that have been covered or even lost at NID and in Indian design as a whole when design education was struggling to find its feet in the larger Indian eco-system? The gradautes  and alumni of the school must ponder about this and help articulate what may be taken forward and this is a call for such an articulation since we do need a new imagination for design education in india that can inform the next 50 years or more. These roots must be uncovered and revealed and from this uncovering we will reflect and build new knowledge that will help us navigate the future in the days ahead.

The Big Tree when I joined NID in 1969 and later in 2007 after the platform was built.

NID needs to take on the mantle of leadership that has been bestowed by this act of Government and build models for designerly thought and action across the 230 sectors of our economy and not remain restricted to the pandering to the needs of large corporate industry and their short term needs for car styling and graphics when the country needs serious design investments in urban mobility and public transportation, just to give one example where we need to shift our emphasis in real earnest. We need to enumerate such actions and extend these concerns across the 230 sectors of our economy in as many conferences and workshops that may be needed to reach out to stakeholders and build a new agenda for action in the days ahead. We need to invest in design  faculty and the young designers coming out of our schools so that they may serve the real clients, the people of India in addressing their needs with imagination and sensitivity as wel as design expertise and not remain happy with the Jugaad - patchwork quilt of poverty driven innovations for India - that seems to be celebrated by management gurus as the core capability that the world is talking about as the only major innovative ability of India today..

Prof M P Ranjan
Professor - Design  Chair, CEPT University, Ahmedabad
13 January 2013

Rebecca Reubens: Bamboo – Sustainability – Design

Rebecca Reubens: Bamboo – Sustainability – Design

The book “Bamboo: From Green Design to Sustainable Design” by Rebecca Reubens is now on the market and available on Amazon, Flipkart and at stores in India and overseas. Today I got my hands on my own copy inscribed by Rebecca and it is a good feeling to see the seeds sown so many years ago blossom and grow into such a fine offering. Some time ago she asked me to write an Introduction for her book and my note is now part of that product offering as the "Preamble" which I have quoted below.

Amazon site link

Flipkart site link

Preamble

Rebecca Reubens has asked me to write an Introduction for her new book that attempts to bridge three fields that I am deeply interested in and in which I too have been working for a very long time now. The three fields are Design, Bamboo and Sustainability, all of which are extremely complex in their own right and there is little real understanding of the issues and approaches within each of them in the modern world due to a paucity of published research here. Modern design has been around for some time having evolved from its roots in the industrial revolution but it has unfortunately become a form of consumerist expression by industry and the profession and the real human development angle is all but forgotten and we need to rediscover this aspect as a fresh approach. Bamboo is still quite unknown tomodern  industry and the design profession although it is a grand old material of traditional societies across Asia and Latin America. Finally, Sustainability has arrived with a bang at the policy level since we are faced with the excesses of industry and governence that has caused both global warming and climate change as well as social unrest which is a product of our selfish ways, all needing a serious rethink and I am happy to see these three issues being addressed here in this book.

In the world of traditional societies in Asia, Africa and Latin America there exists a demonstrated deep understanding of all three subjects since these have been used in an evolutionary manner by local communities for many centuries. These continue to exist as a living culture in their rural communities and lifestyles even today but I must say that modern communication and changing aspirations is affecting these towards rapid extinction. Just as our plant and animal species are being depleted by massive modern exploitation of resources these pearls of traditional wisdom are being lost just as rapidly by human neglect. Here I must draw particular attention to the Apa Tani tribes of Arunachal Pradesh who have over many centuries of development in their niche valley in the Eastern Himalayas demonstrated a sustainable lifestyle that is based on the careful cultivation and utilisation of bamboo, timber and an integrated water management system for agriculture that is as yet an unknown value in modern life around the world.

Design, on the other hand, is a natural human activity that evolved with man over the ages but it has now has been relegated to the precincts of a professional marketing priesthood that manages the activity in the marketplace of our global economy. Design as it was deeply understood by traditional societies as a broad based human imaginative activity has been relegated to the back burner since we have chosen to follow the specialized path of science and the trained manager since they provide rational answers for everything and modern man and their society can only decide based on explicit knowledge while design in most cases is felt or tacit knowledge and is based on instincts that are better judged by sensitive interpretation rather than by the application of cold logic. This is why I felt compelled to set up my blog titled “Design for India” where I could debate the other dmensions of design that are much needed in India today.

Bamboo, has been nurtured by traditional societies across Asia and Latin America and its varied species provide a natural material that had wide spread use in thousands of traditional applications in many parts of Asia, Africa and Latin America where it was abundantly grown but with the arrival of industrial revolution and the spread of Western know-how the dominant materials of our economies started depending on minerals like stone, limestone and cement, metals like steel and copper, synthetics such as plastics and petrochemicals and some economic agricultural commodities such as cotton and jute. Bamboo was therefore neglected by the colonial leaders as the spread of technology and formalized knowledge also meant the reduction of local knowledge in materials that were already in wide and sophisticated use in Asia and Latin America, particularly bamboo which was considered the ‘poor mans timber’ while the emphasis and official attention of the Government in India shifted to timber and wood during the heydays of the British Raj.

Sustainability is the hallmark of most settled societies that evolved slowly over thousands of years and gradually built up their lessons of stable and predictable agriculture and lifestyles that were quite in sync with the beat of natures’ processes. However with the arrival of power assisted technologies and communication man could do a lot more and much faster and the race for the dominance of nature commenced in real earnest and each nation tried to outdo the other in their race for global dominance in economy, power and social well being, all measured by growth and growth alone. However, the destruction of pristine rain forests in search for minerals and material wealth and the release of toxic gasses into the atmosphere has had its natural consequences and we are on the threshold of rediscovering the concept of sustainability in the face of the threat of human extinction, a threat that is imminent, if corrective strategies are not adopted by the worlds citizens and their political leaders on a most urgent basis. Sustainability is then a call for a return to a steady-state economy that echoes nature in all its involved and intertwined processes.

This impending crisis places this particular manuscript at the centre of the debate where all three subjects can play a meaningful role and in trying to address and bridge these three difficult but critical fields that promise to bring long term benefits that can counter the problems of our uncontrolled developments of the past few hundred years. Design strategies will need to be explored and design itself will need to be understood and applied by political leadership across the world along with the subjects of science, technology and management and design at a deep level will play a huge role in the reversal of global warming and the move towards sustainability in the days ahead. Bamboo is the fastest growing plant material known to man and we will need to learn to use it in new and improved ways to supplement our vast needs for materials across many areas of application and much research would be needed to fill the gaps in our knowledge along with an urgent attempt to codify and garner the traditional wisdom that still exists across the bamboo culture zones of the world, particularly in Asia and Latin America. Sustainability too is a subject of current scientific and political interest and there is much that we need to understand about the symbiotic processes that live and work in nature and then be able to use this understanding back into our own ways of living and doing things in the future.

This manuscript, “Bamboo: From Green Design to Sustainable Design” by Rebecca Reubens stands as a brave attempt to bridge the huge gap and I am sure it will encourage others to follow in the much needed integrative research and design actions that is needed in the days ahead. Rebecca studied design at National Institute of Fashion Technology (NIFT) and then joined National Institute of Design (NID) in the Furniture Design discipline where I used to trach teach till I retired in 2010. She started her own journey into bamboo when she took on the subject as her Diploma Project as a student of Furniture Design at NID. We had a challenging project handy as part of the Bamboo & Cane Development Institute (BCDI)project that I was heading in 2001 and she has stayed with the subject and journeyed far as a member of the International Network of Bamboo & Rattan (INBAR) field team and now she has taken it on as her subject for her PhD Thesis at TU Delft in Design and Sustainability through the medium of Bamboo. She also went on to set up her own enterprise to work with local communities in Gujarat and from this to learn the significance of human effort at the grassroots using Design, Bamboo and Sustainability as her driving principles and to learn from this experience that which is not yet stated in any book so far, lessons from real life experiences from the field. All three much needed today and I wish her success.

Prof. M P Ranjan

Design Thinker and

Author of blog – www.DesignForIndia.com

12 March 2012

Unquote

Vinay Venkatraman: Frugal Digital Design for India

Vinay Venkatraman: Frugal Digital Design for India

I remember Vinay Venkatraman from our DCC class in Foundation as well as from the Product Design classes later at the National Institute of Design, Ahmedaabd. He is now teaching at the Copenhagen Institute of Interaction Design and he has matured to have a very concise idea of design and where it could be used in India in conjunction with innovation resources that are strewn across the country. His experiences and approach could be shared with the Planning Commission in its research to build innovation platforms in India and the Open Design Network that has been proposed by Sam Pitroda and his teams. Design is the keyword in this set of three terms while all of them are important for the whole to work effectively. Openness and Networks are critical since they embed attitudes of sharing and caring that is central to the success of design action here in India. The IPR regimes that the Planning Commission meeting seemed to be harping about is least of our concerns and we should understand why this is the case when we see Vinay Venkatraman's TED Talk at the link here.

You can download the TED Talk as a 96 mb mp4 video file from this link here.

He is seen here in this YouTube video interview titled "What's Design mean to you?" and comes through with great clatrity that should be shown to Sam Pitroda and his team at the Planning Commission who seem to miss the point about the integrating nature of design and design thinking. He comes through with three clear qualities and abilities that are needed in design -– Conceptualisation, Visualisation & Prototyping – "Feeling and Thinking" + "Drawing and Modeling" + "Building & Testing" – as the three key capabilities that designers need to innovate new solutions to address the pressing needs at the margin in our society. See this 9 minute YouTube video below for a review of what he has to say.

<http://www.youtube.com/watch?v=G7rc8zwzfls>

While teaching at the Copenhagen Institute of Interaction Design he also handles consulting projects that address the needs of the people in the margin and by using research and design he has developed some amazing solutions that address access to education in remote villages as well as healthcare screening in areas that do not have adequate doctors or medical facilities. More about Vinay Venkatraman at these links below.

<http://ciid.dk/consulting/people/vinay-venkatraman/>

Vinay Venkatraman has been writing a blog about his journey of discovery of insights into the power of design thinking and cation and you can see these at this link below. However this seems to be a new venture and still work in progress and I hope he fills out the missing pages soon so that we can all see his thoughts and actions through his sharing on the blog. Some links lead to Frugal Digital Products and services that have been developed. Very exciting. Take a look.
http://ciid.dk/frugaldigital/

We need to collect more such examples and share these with each other as well as online as an example of the Avalanche Effect, people who can bring huge transformations with little  inputs in design and design thinking that I had written about when I submitted my paper to the Design Issues Journal in 2001, but alas they were not listening, and my paper was rejected only to be posted on PhD-Design discussion forum in 1st December 2003 when I got the news from Martha Scotford who had initially invited me to write the paper in the first place for an issue about design in India. More about this is on my blog post at this link below – Evolution-of-dcc-course-at-nid

Planning Commission must take this into account when they make a pitch for investments in design education here in India.

M P Ranjan

Kerala State Institute of Design: Infrastructure and Directions in 2012

Kerala State Institute of Design: KSID - Where do we go now?

Architects visualisation of KSID campus

On 9th and 10th November 2009 I was invited to a vision document meeting at Kovalam and this event was reported previously at this post here on my blog as New design school at Kerala State level.

The proposed institute has come a long way and the infrastructure is now taking shape on the ground and we will now need to review and refresh our approach and take the next steps in the process of establishing a new design school for Kerala State.

For this first meeting I had also submitted a note that raised several questions and proposed some directions that would need to be addressed by the political and administrative establishment in Kerala that is dealing with  the setting up of such a school of design. We would need a working definition of design as well as a strategy that could inform the managers and faculty in shaping the programmes and activities of this new institution. My note of 2009 is quoted below and these questions are still relevant when we go forward towards the establishment of the infrastructure and teaching programmes and other activities of the institute.

Quote

Kerala State Design Institute: An approach paper and some thoughts for the meeting.

Prof. M P Ranjan

National Institute of Design, Ahmedabad

7 November 2009

Design is a very old activity and Kerala is full of great examples of its sensitive but unselfconscious use in most of their traditional buildings and spaces, traditional artifacts, festivals and events and traditional knowledge systems, all of which are the product of great design thinking in the past. However we need to ask the question in the context of the emergence of modern design as a contemporary discipline and one that has now been seen as a critical resource for development and planned change across many sectors of need. We now need to know – What does Kerala really need? Do we know the answer to this question?

This is very different from asking the question – “What does Kerala want?” – another design institute! What shall be the unique differentiators and driving principles here?

Ever since design was imported as a fairly developed offering from the West (USA and Western Europe) into India in the post Independence era we have been asking this question and there has been much confusion on the true role of design amongst even those people who funded and managed design in the country including those in Government as well as at the Institutions that were set up to further the use of design in India. The initial impetus came from Western ideas that were adopted wholesale and it took many years of engagement before the faint questions started emerging about how this genre of design could be adopted to local conditions in a developing economy such as India and at the same time corporate industry went ahead and addressed the consumption side of the equation and used design as a corporate bedfellow to generate hype, style, and a pursuit of business profit.

Many people equated design to being a subset of art and numerous art colleges set up in India over the past century were called upon to provide services in the design sectors and this has produced a vast range of design professionals across many sectors of Indian industry in the absence of any formal design education schools in the country. Design has also been equated with science and technology and numerous R& D centres have been set up across India to deal with technological innovation and technical and scientific research and these too have created bodies of expertise that have impinged on various design contributions in many sectors in India. However, the products from design schools have been few in comparison and it is only after economic liberalization that many of these trained individuals have been able to make a significant mark in the innovation landscape of the country. In recent years design is being seen as a management resource and in particular design thinking is being offered as a critical new approach to planning and creating exciting scenarios for the solution of complex problems facing all kinds of development and business objectives.

A few year ago, in 2005 as part of my Design Concepts and Concerns course, I asked my class in the Foundation Programme at NID to explore and imagine the nature of new design schools that may be needed across a number of regions of India since there was the talk in those days about an impending Design Policy for India and it was under active discussion in Government as well as in some circles of design professionals and academics in India. Many interesting alternatives were explored and offered by the students teams each having looked at the regional resources and their own map of the strengths of each region since the thesis was that design is a local phenomenon that must be based on available resources to meet recognized local needs. Each region has its own strengths that can be leveraged to get it locational advantage as well as traditional resources that could form the platform for differentiated and unique offerings informed by the local culture and its creative reinterpretation as a modern offering to meet contemporary needs.

Around the world new design institutes are springing up each day and the diversity of these new institutes are a challenge for us to try and understand the forces that are at work in the attempts to apply design and design thinking to a whole new set of applications and areas that have so not been addressed by traditional design schools that have been based on the imported models from the West. Over the past 15 or 20 years we have tried to look at the introduction of design capabilities to Indian needs in specific sectors and here I can offer the examples of three specific institutions with which I have had a personal association in trying to articulate and establish in a climate and a context in which design itself is not easily explained nor understood by those who need to nurture it and provide it with sustenance in the form of funds and a climate in which it can take root and grow. This I believe will be one of the biggest challenges for the new institute in Kerala and much of our effort may need to be focused on trying to make a space for it and the people associated to establish themselves before they are asked to deliver great results.

The experience so far points out that there are several approaches that could be taken and much will depend on the canvas that is available on which to paint our visions. The establishment of IIT’s and IIM’s in India seem to have some consensus as far as scale, reach, content and value but unfortunately no such consensus exists when it comes to the establishment of a design based organization be it a school or a development oriented organization. We will need to cross this hurdle first at the forthcoming meetings on the 9^th and 10^th November 2009 at Trivandrum and if we can get both a political as well as administrative blessings for a shared vision for a new design institute for Kerala the task ahead will be much easier than the various cases shown by many the efforts that have taken place across India in the past 20 years. However there is no ambiguity about the value of design when we are able to embody design thinking and action skills in particular individuals and teams through the process of design education and it is here that we need to ponder as to whether we need specialists or generalists who can be open to work with the huge body of technical and administrative teams that are already available from many fields and use this as a base to make for a vibrant platform for innovation with the use of these capable and flexible generalists who are able to work as team players and provide the essential ingredients to bring sensitive change where it is most needed in Kerala.

The big question is what are these needs and what needs to be changed and how should we go about this?

Some recent efforts to look at design from a fresh perspective are worth noting and we may look at our emerging understanding of design and design thinking in a number of unconventional areas of application before we freeze on directions and content. Design and design thinking have been applied to numerous exciting and complex situations and we need to take stock of these before we spell out the roles and responsibilities of a new institute of design for Kerala that will find its direction and purpose and reach maturity and excellence over the next 10, 20 and 50 years ahead. Can we look forward and jointly draft scenarios that are plausible and feasible and then decide the platforms form and content and articulate the way in which we can navigate our way towards the future?

References

1. Charles& Ray Eames, India Report, 1958, Government of India, New Delhi

2. National Institute of Design, Feasibility Report for IICD Jaipur, Government of Rajasthan, 1993

3. National Institute of Design, Feasibility Report for Bamboo & Cane DevelopmentInstitute Agartala, Development Commissioner of Handicrafts, Government of India, 2000

4. National Institute of Fashion Technology, Accessory Design Curriculum, NIFT New Delhi, 1991

5. Soumitri Varadarajan, Ambedkar University, Service Design Curricullum, AmbedkarUniversity, New Delhi, 2009

6. UffeElbek, Kaos Pilot A-Z, Kaos Pilot, Aarhus Denmark, 2003 (http://www.knowmads.nl/) and (http://www.kaospilots.dk)

7. G K VanPatter, NextD website, Sensemaking initiatives 2002 to 2008 (http://www.nextd.org/)

8. Design for India blog (http://www.designforindia.com)

Unquote

Admin block at an advanced state of construction at KSID campus

The Government of Kerala has taken a step that no other State Government has done so far, that of setting up a design school to address the needs of the region. The only other example that comes to my mind is the setting up of the Indian Institute of Crafts and Design (IICD) in Jaipur as a centre of excellence for creating change agents for the crafts sector using design as a core driver. This institute was set up by the Rajasthan Government based on a Feasibility Report for the proposed School of Crafts that was prepared by me as a member of the National Instituite of Design, Ahmedabad in 1993. In 2001 we helped redefine through our Feasibility Report, the role of the Bamboo and Cane Development Institute at Agartala to use design as a core driver for the bamboo sector of the country, as a sector specific institute that used design, technology and management in an integrated manner to get best results. Kerala too will need a forward looking vision statement in the context of our new understanding of design and the ongoing debates that have been raised by the mindless expansion that has been initiated by the DIPP, Government of India for the premier design education institute of the country, the National Institute of Design that led to a public outcry from groups of concerned design academics and professionals from across India through a new initiative called the Vision First initiative that has called for a serious rethink and wider discourse about the four new NID's that are proposed as part of their plans.

We now need a second meet on the proposed KSID's directions and this should lead to a clearly articulated vision statement that can help both Government of Kerala and the KSID functionaries to steer the institutes fledgling infrastructure as well as its new education programmes through the political channels of approval and public acceptance in the days ahead. Just yesterday evening, I was discussing the status of the KSID proposals with the members of the vision meet in 2009, Prakash Moorthy and Sangita Shroff, while having tea at the BMW at the NID Paldi campus and later last night I saw P T Girish's note in my mail box with the attached photographs of the KSID as it stands today. Another interesting coincidence is that I have just started teaching a course at the CEPT University for the Masters level programme at SID, the MIAD class on
Understanding Crafts and its Context in India where we have assigned the students three States to research, Rajasthan, Orissa and Kerala and they have an assignment to explore the use of local crafts in space making tasks that could be applied to the creation of a new holiday resort in their region. More about this course in another post soon. These connected set of events triggered this particular blog post and I hope that Kerala sets up a leadership position with the use of design for development and that this move will go well beyond what is needed in the crafts sector but also look at the needs for "Design across the 230 sectors" of our economy where design is critically needed but our political and administrative class do not yet seem to know this from the kind of support that design gets in the national and state budgets today. Can Kerala show the way? Only time will tell.

M P Ranjan

Design Concepts and Concerns: The Avalanche Effect from NID

Evolution of DCC course at NID: Reflections in 2012

Prof M P Ranjan

Image01: Models and lectures that were developed over the years for the Design Concepts and Concerns course at NID as they stood in 2005 as they appear in the EAD06 conference presentation at Bremen, Germany.

In 2009, Meena Kadri wrote about the course on her blog, “Random Specific”, and she sent me a link with a question – “Has not the DCC course evolved at NID over the past 40 years or so?” I sent her a brief note and then decided that the question could be answered at some length and perhaps some design historian or research scholar would be sufficiently interested in looking at the evolution of the pedagogy at NID which I do believe has made significant contribution to design education in India as well as in the world, much of which is as yet not appreciated due to a paucity of published references on the processes and personalities involved. Parts of this post appeared previously in July 2009 on my course blog named after the course – Design Concepts and Concerns – and here I am elaborating that post with reflections on what has happened after my retirement from NID and the directions that are being explored today by the institute and its faculty.

Image02: Cover and contents page of the Design Issues journal of Autumn 2005 dealing with Design and education in India.

The course as it stood then is documented at this blog site and through a couple of papers that I had written, first in 2002, specifically for the Design Issues magazine at the invitation of Martha Scotford who acting as a guest editor was compiling a collection of papers about design from India for the Design Issues magazine's volume on India. However, this paper that I wrote and submitted was called the "Avalanche Effect" and as luck would have it was not included in the final edited version, unfortunately. On Mon, 1 Dec 2003, after a long wait to hear from the editors I finally received a message from Martha Scotford about the rejection of my paper and I was at that time teaching at the BCDI in Agartala and I immediately posted the full text of my paper on the PhD-Design list which can be seen at this link here below: Avalanche Effect on the PhD –Design discussion list.

The Design Issues is a very respected peer reviewed journal from the MIT and the reviewers may have thought that the claims made by an unknown professor from India were a very tall order at that time or found some other shortcoming in my paper based on which it was declined. The journal came out with their volume about India and Indian design and this did not include my paper (“Design Issues: History Theory Criticism” volume 21, Number 4, Autumn 2005) The pdf copy of the “Avalanche Effect” paper can be downloaded from here as a 55kb pdf file.

Image03: Select pages from my presentation titled “Creating the Unknowable” showing the series of Assignments that are offered to NID Foundation students as part of their five week course on Design Concepts and Concerns.

However in the same year, in 2005, I wrore another paper about this course and my paper was titled “Creating the Unknowable: Designing the Future in Education” and this was also about the DCC course and it was accepted for a peer reviewed conference at Bremen Germany, the EAD06 coordinated by Wolfgang Jonas a design thinker at the Bremen University School of Design and I was able to share the DCC pedagogy and the underlying intentions for the first time on a public forum composed of critical design professors. (Download the full presentation from here as a 54MB zip file containing one pdf of the presentation and six linked movies inside one folder) Unfortunately, even here I faced problems of support from my own Institute. My travel costs would not be supported by NID authorities even though I was going to present a major course development done at the school over many years of experimentation and I had to bear the cost of travel myself. This does show how difficult it is to get support for design education in India in all these years when design thinking was being explored and refined through our teaching and design explorations, without much official support from the authorities that be. This lack of official support is captured in the title of my conference paper for the first National Design Summit in India called the CII-NID Design Summit that was held in Bangalore in December 2001. My paper was titled “Cactus Flower blooms in a Desert: Reflections on Design and Innovation in India”. Download that paper and the accompanying visual presentation from here as a 14.5 MB zip file containing three pdf files.

Image04: Thumbnails of OHP sheets used for the DCC course lectures in the late 80’s and early 90’s before the course was changed significantly in 1998.

Yes, to cut a long story short, the course dealing with design theory and design thinking has been evolving at NID for many many years from the original “Design Methods” that was first taught in its imported and refined form by Prof Kumar Vyas from the late 60’s and the early 70's for Product Design and then in the Foundation Programme and he was later assisted by Prof S Balaram and assisted by the young Dhimant Panchal. A variation in its title took place when the teachers of this course at NID started looking at processes within design in the 80's and it was then re-christened and called “Design Process”. A version of the course offered to Product Design students at the AEP Level was called “Product Design Process” and each discipline at NID had their own version of design theory being offered under different titles. In the mid 70's Prof Mohan Bhandari took over the Foundation programme after his stint of study and work experience in Germany with Professor Herbert Lindinger, a former faculty of the HfG Ulm, and he brought in the Environmental focus to the whole Foundation Programme but this course was still called "Design Process" and that was the case when I took over this course after his departure from NID in the late 80's.

Christopher Alexander’s papers and in particular his descriptive pages from his “Notes of the Synthesis of Form” were available at NID as cyclostyled papers, in a number of copies that were freely available on campus, which I had seen and I even had a personal copy way back in 1969 when I joined the Institute as a student in the first Post Graduate Programme in Furniture Design. These may have been here of many years before Prof Vyas’s course offerings and Alexander did visit India in the early 60’s as part of his research efforts for his first book that looked at an Indian Village as a source of inspiration for his theory about human settlements and design. It was only much later that I could understand the significance of Alexanders research since the Indian village held lessons of human evolution in an almost uninterupted manner in the Indo-Gangetic plains, a continuous evolution of over 5000 years that may not be found anywhere else on the planet. The cyclostyled papers could have been an early draft of his book which someone may have collected and shared with all of us in NID, I hope we get to know this background in some detail when the research about NID is conducted in some depth. There is however an official history of NID in the making and the deadline for its release has come and gone but there is still no sign of the book which has been a closely guarded secret even from members of the NID faculty who are not part of the inner circle of researchers on that project. The book - 50 Years of NID History – was "released" at the NID Convocation ceremony in December 2011 by the the then Chairman of the institute's Governiong Council, Salman Haider, as part of the Golden Jubilee launch but I am told that this was a dummy copy and a symbolic launch – very sly and a slight of hand; just to keep up promises made earlier - very disappointing indeed. I hope the book sees the light of day and we get to see it sometime soon.

Image05: Chart showing the evolution of the Design Methods and Design Process course in the 60’s and 70’s leading up to the formation of the Design Concepts and Concerns course in the 90’s.

In the mid 90's we changed the name of the course and called it “Design Concepts and Concerns” to bring focus to the broader issues that underpinned design action and learning. Some of us realised that ethical and value concerns and motivation with personal commitment are just as important as the tools and processes that designers use to address complex issues and derive suitable design offerings that could be the foundation for responsible design. This is a very brief statement on a long and involved process of course evolution at NID and that paper is still to be written. Many teachers worked with me from 1988 onwards. First it was Jatin Bhatt and Sangita Shroff who then went on to join NIFT. We then had Rashmi Korjan for a long time and Suchitra Sheth and Laxmi Murthy for a brief interlude. Since 1998 many teachers audited or assisted in the conduct of the course either partly or with full involvement and these include Alaxender Bosniak who now teaches in Germany, Dimple Soni, Meena Kadri, Bhavin Kotari, Harini Chandrasekhar, Bani Singh who teaches at NIFT Bangalore and many more that I will have to recall a long list of former students and faculty colleagues if the list is to be completed. Others on the faculty included Praveen Nahar, Ramakrishna Rao and Gayatri Menon in later years. In Bangalore, C S Susanth and Jignesh Khakhar, joined the course last year and we also had a senior student helping us in 2008 from the SDM discipline, Anand Saboo and so on. Many other senior students used to come in and hang out while the lectures and presentations were in progress and there was a rich discussion both inside as well as outside the course on the subjects being explored within the course each year since we had big themes and macro-economic concerns that were addressed, debated, brainstormed, modeled and mapped by each batch and each class producing a rich crop of design opportunities that were represented as visual scenarios that stayed in the mind for a very long time as a vision that cannot be shed easily, once it is found. Design thoughts and insights are not easy to forget if they are appropriately visualised.

Image06: Table showing the course structure and contents in 1995 when I had used this image to share the development of the Design Concepts and Concerns course in a presentation to the NID Faculty Forum as part of a course critique at NID in those days.

I purchased a SONY digital camera in 1998, my first really expensive buy, and the first one freely available at the institute and I used it to record all our classes in great detail. I have shared detailed digital pictures of the student assignments done during the course from 1998 onwards and developed the use of digital images as a source of extended memory for the students to revisit their experiences during the course. These images were shared with all students in individual CD-ROMs, one for each student to take away and when the NID server was set up these images were made available to the whole institute without any editing. Besides this sharing of images, there are many xerox documents in the NID Library of selected student notes and project documents from the earlier phase (from 1988 to 1998) that may need to be revisited. In that early phase we did project based assignments that were assigned to individual students and this was after a phase of lectures and group assignments about design concepts and methods and these projects were done by individual students and that called for individual guides which we fondly called the OPD (out patient department) and here we had Pradyumna Vyas, Vinod Parmar, S M Shah, P M Choksi, S Balaram and several others as project guides for the foundation students as part of the Design process course from 1988 to about 1998 when I dropped the individual project since it was becoming a ritual and not really contributing to any form of deep understanding in the student. The teachers who were guiding the students did not really contribute to a better understanding of the design thinking dimensions but were instead, I realised,  focussed on getting the students to deliver great solutions rather than them learning about the nature of design itself as the core activity and the aim of the project. From here on the course became more team oriented rather than individual focused and group processes and group grades became the norm much to the dismay of the Academic Administration, since I refused to give individual grades.

Shown above in Image04 are picture of an OHP sheet that I had used in 1995 to describe the design process and this is available for download as a pdf that gives the shift in content and assignments as it stood in that year which can be downloaded from here – Download OHP Sheets used in 1995 as pdf file - these are based on hand drawn OHP sheets that were used from 1988 onwards. On 15 August 2007 I had made a post on my other blog “Design for India” about this course and we have another description of the course and its intentions and effects at the link below: Design for India – Post on the DCC course.

Image07: Foundation students of the 2009 batch at NID created these models during the DCC course that showed us how India could get new design education strategies that could address the needs and aspirations of the various regions of the country. Six groups developed concepts and of these three are shown above. My last foundation batch at NID....

By 2002 the course was accepted for both the under-graduate foundation programme as a core offering as well as for all Post Graduate courses offered at the Institute. We started offering this course at NID Gandhinagar campus for the new disciplines of New Media, User Interface Design as well as for the Strategic Design Management students there. When the NID Bangalore campus was set up for three new disciplines this course was offered there as well and these are documented at each offering on the DCC Blog for those who may be interested in the details of what were the themes and the work done by the student teams – all documented in some detail there. I offered this course at NID till November 2010 when I retired from being a faculty at the NID. Last year the course was offered to all batches of students at NID in much the same way that it was designed and developed over the years. However this year I am told that the curriculum review process has decided to drop the course and to adopt the older name of design methods so that the teachers at NID could focus on teaching tools and techniques of design research and not get confused by the macro issues that have been the hallmark of this course since it was revised in the late 90's. The argument, I am told, is that foundation students may not be mature enough to address the complexities of the real world at the early stage in their education that and these would be better reserved for a later stage in their education at NID. Is NID education reverting to the design paradigm of the 80's? Only time will tell!!


When the Government of India announced the setting up of four new NID's in different regions of India it set alarm bells ringing amongst a group of NID alumni who expressed deep concern on the social networks and discussion forums in India. Almost organically a group came into existence and it was called the "Vision First" initiative. It so happened that all members of this group were NID alumni and they took up issues with Government and called for a national debate and discourse on whether the same model of the old NID at Paldi would be followed for all these schools or should we have a fresh think about where design is heading and this debate is documented in some detail at the blog set up by the group here –Vision First – a call for new design initiatives for India by a group of very concerned design professionals and academics from India. I do hope that both NID as well as the Government of India will listen to the voices from these design activists who have had varied experiences in design for development right here in India. Design Thinking and its application is indeed gaining greater acceptance in India as well as overseas. Management schools and research agencies are beginning to use design thinking to address complex problems and to search for solutions  to products, services and systems that make up our lives. Governments too are looking towards design and we will need to build capacity to respond to these kinds of opportunities besides the traditional capability of giving aesthetic form to products of industry and to create marketing messages for commercial ventures in the form of advertising and business communications. I have written about these areas and more needs to be articulated here. Some of my previous posts are listed here for easy access in the context of why the DCC course is important to nurture and take forward as it has been evolving at NID over the years.


2012 July - Design Thinking & Design Journey Revisited
2011 August - Design for Good Governance
2009 November - Design Thinking: The Flavor of the Month
2008 January - Systems Design: The NID Way
2007 December - Design as Research: The Path to Knowledge Creation
2007 October - Design Thinking: What is it?


Besides these posts from my Design for India blog here below I have linked several posts on the Design Concepts and Concerns blog that deal with the theory associated with this course.


2010 March - Business Models for Designers: Learning from the Field
2009 December - DCC 2010 - Foundation Batch 2009-10
2009 March - Scenario Visualisation: Indian Village as Visual Panorama in DCC2009
2009 March - Scenario Presentation: Learning about Composite Images in DCC
2009 March - Scenario Visualisation: Assignment on Composite Images and Mental Maps
2009 February - Business Models: Learning from the Field


The world of design and design education is moving inthe direction that we had anticipated in the DCC course at NID and we now see evidence of this is the new publications that are emerging from the West. I will draw attention here to one particular recent book that is available online with a good and interesting business model that makes it very accessible for our design students in India due to its attractive pricing policy for the digital version. The book that I refer to is "Wicked Problems: Problems Worth Solving " by Jon Kolko, Austin Centre for Design, 2012 and it is a recent example of the emerging expanded approach to design thinking that is being explored and shared.


Returning to the idea of the "Avalanche Effect" and the claims that I have been making over the years in my papers and presentations about this course needs to be revisited and validated. I took over from Mohan Bhandari in 1988 and I remember that  Kiran Bir Sethi was in my early class and her document of the course and her design project are preserved in the NID library as a xerox document that I had placed there for posterity along with others over the years. Her "Design Process" project was on Design Education and there is no surprise for me that she is today running a school in Ahmedabad called Riverside School  that uses design thinking as a core for delivering the school curriculum and she is also the author of the world's biggest design education effort, Design for Change Project, with millions of children being introduced to design thinking at the school level. I call this phenomenon the "Avalanche Effect" and I see this happening all the time in design schools that encourage its students to think big and connect with the real world and address real problems and opportunities in the real world.
Prof M P Ranjan