Post on 23-Feb-2016
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Design for the Other 90% and Appropriate Technology:The Legacies of Paul Polak and E.F. Schumacher
Lindsey NelsonJune 2012
How can we tell a story about the legacies of these two men?
why what how who
How can we tell a story about the legacies of these two men?Why does understanding this story matter?
why what how who
Paul Polak and E.F. Schumacher:
why what how who
Paul Polak and E.F. Schumacher:
why what how who
Paul Polak and E.F. Schumacher:
why what how who
Paul Polak and E.F. Schumacher:
why what how who
Design for the Other 90%
Paul Polak and E.F. Schumacher:
why what how who
Design for the Other 90%
Appropriate Technology
Some Methodological Challenges
• Posthumous • Extensive timeframe • Diverse geographies• Differing technological profile• Limited personnel access
why what how who
Some Methodological Challenges
• Posthumous • Extensive timeframe • Diverse geographies• Differing technological profile• Limited personnel access
Research Goals• Understand practical consequences of discourse• Compare two discursive approaches critically• Analyze engineering activities• Identify implications for engineering education
why what how who
Some Methodological Challenges
• Posthumous • Extensive timeframe • Diverse geographies• Differing technological profile• Limited personnel access
Research Goals• Understand practical consequences of discourse• Compare two discursive approaches critically• Analyze engineering activities• Identify implications for engineering education
why what how who
Multimodal Discourse Analysis
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
SEMIOTIC FORMS
workspaces, prototypes,
film, assembly drawings,
reports, charts
why what how who
Multimodal Discourse Analysis
HUMAN BEINGS
SOCIAL PRACTICES
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
SEMIOTIC FORMS
workspaces, prototypes,
film, assembly drawings,
reports, charts
SOCIAL PRACTICES
HUMAN BEINGS
NON-HUMAN ACTORS
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
SEMIOTIC FORMS
workspaces, prototypes,
film, assembly drawings,
reports, charts
SOCIAL PRACTICES
HUMAN BEINGS
NON-HUMAN ACTORS
NARRATIVES
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
SEMIOTIC FORMS
workspaces, prototypes,
film, assembly drawings,
reports, charts
SOCIAL PRACTICES
HUMAN BEINGS
NON-HUMAN ACTORS
MULTIMODAL DISCOURSE
NARRATIVES
why what how who
Multimodal Discourse Analysis
SEMIOTIC RESOURCES
language, images, space,
technology, models, time
SEMIOTIC FORMS
workspaces, prototypes,
film, assembly drawings,
reports, charts
SOCIAL PRACTICES
HUMAN BEINGS
NON-HUMAN ACTORS
MULTIMODAL DISCOURSE
NARRATIVES
Design for the Other 90%
AppropriateTechnology
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
why what how who
Organizational Claims: IDE
• We listen to customers ignored by other engineers.
Strategy Developing market-led solutions for people living in poverty
Communities Potentially viable marketsFocus Leveraging assets already
held by people living in poverty
Engagement Approach Expand market capabilities through IDE’s technical expertise
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
why what how who
Organizational Claims: Practical Action
• We develop technologies that challenge world division.
Strategy Reducing vulnerability to climate change
Communities Concentrations of inequality in active rural communities
Focus Reducing vulnerability of marginalized populations
Engagement Approach Address key issues through both global political structures and targeted community projects
why what how who
Lessons for Engineering Educators
• Build long-standing community partnerships.
why what how who
Lessons for Engineering Educators
• Build long-standing community partnerships.• Present students with holistic models of poverty.
why what how who
Lessons for Engineering Educators
• Build long-standing community partnerships.• Present students with holistic models of poverty.• Develop informed frameworks for innovation success.
why what how who
Lessons for Engineering Educators
• Build long-standing community partnerships.• Present students with holistic models of poverty.• Develop informed frameworks for innovation success.• Create case studies from real engineering initiatives.
why what how who
Design for the Other 90% and Appropriate Technology:The Legacies of Paul Polak and E.F. Schumacher
Lindsey Nelsonl.nelson@ids.ac.uk
Scaffolding Undergraduate Design Education with the Wellbeing Framework
Wednesday, 2:15pm, room 005