Abstract
AbstractSpeculative design is an emerging form of critical material engagement with possible futures. Designers working speculatively call attention to current and future sociotechnical dilemmas, and aim to provoke debate about the moral, political and ethical implications of sociotechnical innovation. Despite the popularity of speculative design and its presence in a variety of domains, there are very few resources that address it as a pedagogical practice. We attempt to fill this gap by presenting the structure, reasoning and outcomes of a graduate course on speculative design we taught during the academic year 2022-3. The article describes class activities and outcomes, discusses the benefits and challenges of teaching speculative design (especially in a design-engineering program), and concludes by identifying the most considerable obstacles awaiting those who want to integrate speculative design into the curriculum. As such, the article provides a useful resource for those interested in understanding the benefits of speculative design as a critical pedagogical practice, and for those who wish to bring that understanding into the classroom.
Publisher
Springer Science and Business Media LLC
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