Awareness-Based Design

Abstract

To shift beliefs, values and practices, we need to design learning experiences that can transform our inner dimension—that is, our ways of thinking, feeling and being in relation with the worlds we are a part of. With a view to promoting transformative learning (TL), we must start with becoming aware of our experiences within a social field. Given that our experience is oftentimes intangible (i.e. non-verbal, felt, relational and emergent), this paper argues that making intangible experiences visible or tangible can support TL. This research asks: How might design practice support awareness of intangible experiences during the process of transformative learning? The paper emphasizes four kinds of intangible experiences: thoughts, emotions, felt senses and sensations. The methodology brings practice-based design research to Social Presencing Theater (SPT)—and SPT to design. The SPT practices foreground an embodied, gestural and felt contribution often sidelined in design; while design brings a material and visual contribution to the embodied awareness of SPT. Awareness-based design (ABD) is the term introduced here for a design practice that learns from and engages with SPT. ABD is framed as a method-pedagogy aspiring to become a living curriculum. The set of relational, embodied and co-creative literacies, comprehensions and sensibilities outlined demonstrate how the acts of becoming aware and making sense of the intangible support the work of transformative learning.

Keywords

• transformative learning
• inner transformation
• design research
• social presencing theater
• awareness-based design
• social arts