Moving, Sensing, Being – leaning into embodied design education

Abstract

Abstract

This paper aims to identify guiding principles for integrating somatic learning and literacy in third-level design education. It forms part of a larger research project, exploring embodied and situated knowledge in design education. The neutral stance, traditionally taught in designer education, contrasts with emerging paradigms and critical approaches in 21^st century design education, including post-capitalism, decolonisation, and feminist approaches. Complexities, and ‘wicked’ problems, require designers to think critically about the complex power structures and systems we are part of. This paper proposes pluriversal, situated, and embodied approaches. First, the body is located within contemporary design education. Next, drawing from interdisciplinary literature in body-centred disciplines, as well as design, adult, and early years education, guidelines are identified to scaffold somatic design education. Integrated intelligence, conscious embodiment, somatic literacy, design-specific approaches, and disruption are identified as guiding principles to implement somatic approaches in future practice, in third-level design education.