DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021), VIA Design, VIA University in Herning, Denmark. 9th -10th September 2021

Year: 2021
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Bang, Anne Louise (1); Pilgaard Harsaae, Malene (2)
Series: E&PDE
Institution: 1: Centre for Creative Professions and Industries, VIA University College, Denmark; 2: VIA Design + Business, VIA University College, Denmark
Section: Meeting 21st Century Challenges in Further and Higher Education
DOI number: 10.35199/EPDE.2021.61
ISBN: 978-1-912254-14-9


Design disciplines in general are challenged to foster alternative solutions towards a green transition of the industry. This naturally effects the design educations where the majority of curriculums include various learning objectives regarding sustainability, circular economy, re-cycling, etc. However, in this paper, we argue that many of the traditional tools and skills already inherent in the curriculums have the potential to promote a green transition provided they are introduced differently. Using well-known tools and skills in alternative ways is however challenging as the way in which their use is articulated and presented by lecturers determine the way in which the student implements and makes use of the tools. This article explores whether and how an alternative use of well-known tools in a fashion design context can beneficially contribute to increased product awareness among students and thereby support a sustainable development of the fashion industry. We suggest using the professional tools ‘line-up’ and ‘collection plan’ as anti-poles for the creation of a space for critical reflection. The anti-poles respectively address fashion as dreams and fashion as products. Fashion is a very visible part of consumption. As a concept that involves planned obsolescence, it is a major sinner in polluting the environment. Consequently, fashion design provides a relevant case to explore whether well-known tools and skills submitted through an alternative didactic approach, predominantly through articulation, can contribute to foster design students’ ability to contribute to sustainable development in design and engineering education in general.

Keywords: Critical Reflection, Well-known Tools, Green Transition, Didactic Approach, Fashion Design


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