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Zahl 30 als Symbol für das Namensjubiläum der Bauhaus-Universität Weimar

»We don't have a technology problem,
we don't have a material problem,
...
We have a consumption problem.

The combination of technology and behavior creates sustainability,
future viability requires sufficient behavior.«

The issue of sustainability is a pressing one: our current standard of living is taken for granted and is worthy of expansion, yet the environmental costs threaten our very existence. There are more and more unanswered questions: How do we avoid the rebound effect? How do we define a new growth philosophy? Do people and society need a completely new self-understanding?

Consumption optimisation (efficiency/consistency) and corresponding changes in use (behaviour) are complementary; only the equal combination of both strategies can be effective. Changing individual consumption sustainably is linked to the vision of learning and practising sufficiency as a collective economic and action strategy. Such a fundamental mind shift falls within the core competence of artistic design expertise – awareness is conveyed to a large extent aesthetically, as Lucius Burckardt noted.

The Professorship of Transformative Design deals with the aesthetic and conceptual design of mindshift-enhancing products in the context of social, cultural and psychological conditions. An experimental and speculative way of working with a focus on everyday functional artefacts enables design to shift the transformation of our consumer culture from the root and to inspire a consecutive reorientation of our economic structure. The planning, design and realisation efforts focus on the idea of using product design to offer access to unfamiliar possibilities for perception, thought and action and to encourage users to adopt a sufficient lifestyle via multiple approaches.

The relevance of personal action is based on the viral effect of everyday behavioural changes and consumer decisions: Many small steps multiply in the process and, in sum, act as a catalyst for the transformation of legislation towards behaviour-centred sustainability. Smoking in public places, speed limits in city centres and environmental protection as a human right are examples of such longterm effects.

4 × 4

Briefly and concisely make 4 statements about design in your teaching:

DESIGN

  • Design is an omnipresent language that reaches many people (without reading books/newspapers or going to a museum)
  • Design translates feelings, thoughts and ideas into products you can touch and try out
  • Design can make rational contexts emotionally accessible
  • Design supports the shaping of cultural developments

DESIGN PROCESS

  • Inspiration is the sum of the individual and the environment
  • Learning by doing – Experimentation is the best research
  • Sensitive perception produces perception
  • Design and discard are strung together like pearls on a necklace

TEACHING

  • Design means making
  • Unconventional solutions reveal unexpected potential
  • Design is created by recognising, appreciating and developing
  • Presentation means communication

KEY ASPECTS

  • behaviour-centred sustainability
  • sapere aude (DIY means think for yourself)
  • sustainable lifestyle change
  • sufficiency