Paul Micklethwaite

Design for Sustainable Change

From the combination of knowledge and actions, someone can improve their skill and ability. It will lead them to live and work much better. This is why, the students, workers, or even employers should have reading habit for books. Any book will give certain knowledge to take all benefits. This is what this design for sustainable change tells you. It will add more knowledge of you to life and work better. Try it and prove it.

Unsustainability: towards a new design history, with reference to British utility

Does design history need to be rewritten? Do we need to constantly re-invent disciplines and approaches, negate all previous scholarship because we can assert our own as more credible? This paper argues for a New Design History which does not eschew everything from the original Design History, in the spirit of sustainability. The wardrobe of Design History has some items which deserve thrifty recycling. The argument is presented by moving through three different modes/voices: first, the challenge of sustainability for the discipline of Design History is examined; then an autobiographical account of the acknowledgement of sustainability within the history of Design History is presented; finally, the British Utility scheme is considered as a case study in the history of sustainability.

Climate Change. Design Teaching for a New Reality

Abstract In October 2015, students from Kingston University, London designed and delivered ‘Climate Customs’, an open pop-up studio during London’s Inside Out festival. Conceived and developed in association with Helen Storey Foundation, the studio aimed to test ways of capturing public responses to climate change and sustainability. Tasked with developing methods of public engagement, students devised a journey of participation to highlight the global implications of climate change – how it is likely to affect each and every one of us, albeit in different ways and at different rates in different parts of the world. Drawing on the results and outputs from the pop-up studio – including visitor, student, project initiator, and tutor perspectives – our paper considers questions of design for sustainability, design for engagement, and studio culture. It presents and reflects on the format and programme that the students devised, and considers implications of incorporating such approaches into wider design teaching practice.