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Social Alterations
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  • 1.  
  • 2. Works Cited Allan Chochinov, Compostmodern09. “Allan Chochinov.” 21 February 2009. Live Webcast. AIGA, Table. “The Living Principles Genealogy,” October 2009, Page C. On-line. Internet. Available http://www.aiga.org/resources/content/7/3/1/2/documents/AIGA_The_Living_Principles_Genealogy.pdf . [Note that the final period marks the end of the citation and is not part of the electronic address.] Nathan Shedroff, Quote. AIGA, “The Living Principles Genealogy” October 2009, Page A. On-line. Internet. Available http://www.aiga.org/resources/content/7/3/1/2/documents/AIGA_The_Living_Principles_Genealogy.pdf . [Note that the final period marks the end of the citation and is not part of the electronic address.] Project H Design, “Don’t do what you don’t know.” Design Revolution: The Toolkit , pg. 42-43. On-line. Internet. Available http://designrevolutionroadshow.com/wp-content/uploads/DesignRevolutionToolkit.pdf Diener, Alex. “Afterlife: An Essential Guide To Design Disassembly.” The diagram used here has been adapted from the ‘Design for Disassembly Roadmap’ in this article. 1 February 2010. On-line. Internet. Available www.core77.com/blog/featured_items/afterlife_an_essential_guide_to_design_for_disassembly_by_alex_diener__15799.asp
  • 3. www.socialalterations.com An Online Education Lab for Socially Responsible Fashion Design
  • 4. What is Social Alterations (SA)? SA is an online learning space built to facilitate transformative design education.
    • Free
    • Open-source
    • Interdisciplinary
  • 5. Why? Although consumer education will continue to play a role in shaping the creation of a socially responsible fashion industry, signals of deception such as greenwashing, unintelligent designs, and hidden ingredients have left consumers with no real choice. SA argues that the designer always has a choice…
  • 6. Consequence “ Designers think they’re in the artifact business, but they’re not; they’re in the consequence business” -Allan Chochinov, Compostmodern09
  • 7. So, what is ‘Responsible Design’?
    • Environmental Protection
    • Social Equity
    • Economic Health
    • Cultural Vitality
    ‘ Four Streams of Integrated Sustainability’ (AIGA, the professional institute for design) Source: AIGA, The Living Principles Framework, ‘Four Streams of Integrated Sustainability’ Actions and issues that affect natural systems, including climate change, preservation, carbon footprint and restoration of natural resources. Actions and issues that affect all aspects of society, including poverty, violence, injustice, education, healthcare, safe housing, labor and human rights. Actions and issues that affect how people and organizations meet their basic needs, evolve and define economic success and growth. Actions and issues that affect how communities manifest identity, preserve and cultivate traditions, and develop belief systems Environmental Protection Social Equity Economic Health Cultural Vitality
  • 8. Interdisciplinary Education Design education is a necessary point of intervention within the current supply chain system.
  • 9. Okay, what now? “ One serious problem for designers is that, even with a systems approach, there are few tools in existence that wrap these issues together. Instead, designers must learn to match together a series of disparate approaches, understandings, and frameworks in order to build a complete solution.” — Nathan Shedroff, Design Is the Problem: The Future of Design Must be Sustainable , 2009 Social Alterations is a place for the learner, be that educator or student, to get started…
  • 10. Accessibility for Accountability
    • Tools to get started…
    • Resources
    • Platforms for Discussion
    • Open-source Curricula
  • 11.
    • Videos
    • Podcasts
    • Resource Database
    • Reading
    • Events Calendar
    • News
    • Educational Initiatives
    • Projects for Change
    • Fibre Analysis
    • Surveys
    Resources : Aggregated for Retention
  • 12. Platforms for Discussion Facebook Ning Blog
  • 13.
    • Introduction
    • Learning Materials
    • -Teachers
          • Required Reading, Teaching Sustainable Fashion: A Handbook for Educators
          • Supplementary Reading
    • -Students
          • Required Reading
          • Supplementary Reading
    • Learning Objectives
        • -Learning structure in terms of objectives
    • Activity
    • -Teaching Activity (Teacher) // Learning Activity (Teacher, Student)
    • Study Schedule
        • -Teachers, classroom
        • -Students, independent study
    • STUDY GUIDE
    • Assignment file
    • Online Participation and Feedback Forum
    Open-source Curricula
  • 14.
    • This lesson introduces the learner to the following concepts:
    • consumer choice
    • designer choice
    • ‘ Ecofashion Lexicon’
    • greenwashing
    • unintelligent design
    • ‘ Cradle to Cradle’ design theory
    [Lesson 1] Sifting through the ‘Ecofashion Lexicon’
  • 15.
    • [Lesson 1] Sifting Through the ‘Ecofashion’ Lexicon
    • [Lesson 2] Key Players
    • [Lesson 3] Accountability: The Role of the Designer
    • [Lesson 4] Human Rights, Global Governance and The Corporation
    • [Lesson 5] Telling Stories through Signals of Intention: What is your design really saying?
    • [Lesson 6] Understanding Impact: Environment and Culture (People and Planet)
    •  
    • [Lesson 7] Corporate Social Responsibility (CSR) and Socially Responsible Design (SRD)
    • [Lesson 8] Best Practices: Human Rights in Action   
    •  
    • [Lesson 9] Certification: Does it really make a difference?
    •  
    • [Lesson 10] Taking Back Control: Design Intervention
    •  
    • [Lesson 11] Reflections: Interdisciplinary Problems call for Interdisciplinary Solutions
    •  
    • [Lesson 12] Case Studies// Design Projects
    12 Lesson Program
  • 16. Interdisciplinary problems call for interdisciplinary solutions…
  • 17. Interdisciplinary Education
  • 18. Project H Design // Design Revolution: The Toolkit
  • 19. Example: ‘Design for Disassembly’ (DfD) De/create for ‘Afterlife’ Education must be embedded within each cycle of the design process.
  • 20.
    • bridge the gap between design theory and practice
    • facilitate transformative learning
    • tear down educational barriers
    • establish itself as a trusted and well edited resource on responsible fashion design education.
    In conclusion, Social Alterations strives to: In doing so, we hope to play a contributing role in the establishment of international standards on socially responsible fashion design education in the classroom.
  • 21. Thank you. www.socialalterations.com