近來「設計」在臺灣作為一新興學門，其社會面向逐年受到重視，社會設計 (social design)、參與式設計（participatory design）等設計理念亦受關注討論。此一面向社會的設計觀點肯認設計不是專業者的專利，而人們在日常生活之中也已經為自身或所屬群體進行各種設計。因此，如何讓設計成為一個系統性納入不同背景之使用者/利害關係人的溝通平台，以進行交流、協商、決策、執行與檢討，值得吾輩關注。此外，設計作為一種文化詮釋與社會溝通的關鍵即在於「公民參與」，其焦點亦早已從追求美學、階級品味等物件導向的思維，轉向考量不同社會脈絡下的人本中心。社會設計因而可被視為在知情、平等、共善的願景下促進不同群體間的對話並據此形成共識，再轉化為積極解決社會問題、改善環境的具體行動方法。
本課程核心理念從人的自我覺察為起點，開啟公民與社會/環境互為主體之討論。以圖畫、影像與文字作媒介，經由交流理解彼此對理想世界的不同看法與因此而異的行動路徑，並從中認知社會非僅生活經驗的客體，亦是個體產生記憶、依附情感、發現意義的實質存在。教學導入空間模式語言（Pattern Language）思考，學習空間與行為觀察、使用者訪談等方法，以空間劇本與使用者經驗出發展開社會設計，透過同學分組溝通、批判與合作，進行小型展示、桌遊開發與影音呈現的設計練習。本課程以近年來在臺中市參與式預算中由市民提案關注的廣泛都市議題中選取與公民日常生活密切相關的「審議民主」、「新移民/移工」、「空污/食農」等主題，提供修課同學依據「問題研析、批判反思、實作方法」進行初等社會設計實作。修課同學在練習觀察想像、溝通交流、創意批判後，以小組為單位針對各自選取的議題提出可供東海師生與大眾檢視的初步社會設計方案。Recently, "design" is a new academic community in Taiwan. Its social orientation has been highly valued, and design concepts such as social design and participation design have also been discussed. This social design perspective is willing to believe that design is not a professional's propriety, and people have already made various designs for themselves or their own groups in their daily lives. Therefore, how to design as a communication platform that systematically incorporates users/stakeholders from different backgrounds, for communication, consultation, decision-making, execution and review is worthy of our attention. In addition, design as a cultural symposium and social communication is the key to "citizen participation", and its focus has long shifted from the pursuit of object orientation such as aesthetics and level taste to the human-centered center under different social connections. Social design can therefore be seen as promoting dialogue between different groups in the context of informed, equal and common good, and forming common sense, and then transforming into specific action methods to effectively solve social problems and improve the environment.
The core concept of this course starts from a person’s self-perception and opens discussions between citizens and society/environment as the main body. Using pictures, images and words as mediums, through communication, we understand each other's different views on the ideal world and thus different ways of action, and from this we realize that society is not only the object of life experience, but also the real existence of the individual's memory, emotion and meaning. Teaching the idea of thinking in space mode language, learning space and behavioral observation, user visits and other methods, developing social design with space scripts and users experience, and conducting small displays, table games and audio-visual presentation through peer sub-group communication, criticism and cooperation. This course has selected topics such as "Approval Democracy", "New Immigration/Immigration", "Empty Pollution/Food Farm" and other topics closely related to citizens' daily lives in the wide urban discussion topics that are discussed in Taiwan's participating budgets in recent years. It provides students with primary social design practices based on "question analysis, critical reflection, and practical methods". After practicing observation and imagination, communication, and creative criticism, students in the courses proposed a preliminary social design plan for the respective selected topics by a group.
1. C. Wright Mills，1995，《社會學的想像》。臺北市：巨流。
2. Tim Brown，2010，《設計思考改造世界》。臺北市：聯經。
3. Christopher Alexander，1994，《建築模式語言》。臺北市：六合。
1. C. Wright Mills, 1995, "Imagination of Social Sciences". Taipei City: Juliu.
2. Tim Brown, 2010, Design and Thinking to Transform the World. Taipei City: Union.
3. Christopher Alexander, 1994, "Architectural Model Language". Taipei City: Liuhe.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率、課堂作業、課程臉書社團參與度出席率、課堂作業、課程臉書社團參與度 Attendance rate, class work, class face group participation |
20 | |
| 小組報告一「批判閱讀」小組報告一「批判閱讀」 The group report a "critical reading" |
20 | |
| 小組報告二「社計實作」小組報告二「社計實作」 Group Report 2 "Social Project Implementation" |
60 |
