Values in design

Value Sensitive Design (VSD/ Friedman): it accounts for human values in a principled and comprehensive manner throughout the design process (…) value stands for what an individual or a group of people consider important in life (…) Friedman (2013) list 13 frequently implicated values: (1) human welfare, (2) ownership and property, (3) privacy, (4) freedom from bias, (5) universal usability, (6) trust, (7) autonomy, (8) informed consent, (9) accountability, (10) courtesy, (11) identity, (12) calmness, and (13) environmental sustainability

Value-led participatory design (VPD/ Leong & Iversen): to engage with values as the engine that drives the design activities (…) whereas values are: enduring beliefs that we hold concerning desirable modes of conduct or end-state of existence in different situations, societies, and cultural contexts (Leong & Iversen, 2015) (…) it is described as a three-phase process: the emergence, development, and grounding of values, trying to bring not only users’ and stakeholders’ values, but also designers’ values to the PD process— from early analysis to the final product

Value-Centred Design (VCD/ Cockton, also known as Worth-Centred): look in human-computer interaction as system-centred up to the 1970s, user-centred in the 1980s, and context-centred in the 1990s (…) now also value-centred as a fourth pillar (…) Cockton described four processes to the existing development methodologies: opportunity identification (by means of interviews), design, evaluation, and iteration.


Kheirandish, S., Funk, M., Wensveen, S. et al. HuValue: a tool to support design students in considering human values in their design. Int J Technol Des Educ 30, 1015–1041 (2020).

Smells like connectivism: Donna Haraway’s concept of situated knowledges

Text is written in 1988. I found affiliations to Morin’s Generalised Complexity (contradicting reductionism, resisting simplification), ANT (objects are actors/agents), CoPs (accountability as in critical positioning) and connectivism (knowledge as a multiplicity of locations/translations, constituted through webbed connections, forming nodes etc). Overall a must read.

Webs (and local knowledge) | (…) (Feminists) need an earth-wide network of connections, including the ability partially to translate knowledges among very different -and power differentiated communities. The alternative to relativism is partial, locatable, critical knowledges sustaining the possibility of webs of connections called solidarity in politics and shared conversations in epistemology (…) local knowledges have also to be in tension with the productive structurings that force unequal translations exchanges -material and semiotic- within the webs of knowledge and power. Webs can have the property of being systematic, even of being centrally structured global systems with deep filaments and tenacious tendrils into time, space and consciousness, which are the dimensions of world history (…) feminist embodiment resists fixation and is insatiably curious about the webs of different positioning.

Accountability | Feminist accountability requires a knowledge tuned to reasonance, not to dichotomy (…) science becomes the myth, of not what escapes human agency and responsibility in a realm above the fray, but rather, of accountability and responsibility for translations and solidarities linking the cacophonous visions and visionary voices that characterise the knowledge of the subjugated (…) the “equality” of positioning is a denial of responsibility and critical inquiry (…) positioning implies responsibility for our enabling practices.

Objectivity | Feminist objectivity means quite simply situated knowledges (…) objectivity turns out to be about the particular and specific embodiment (…) only partial perspective promises objective vision (…) Feminist objectivity is about limited location and situated knowledge not about transcendence and splitting of subject and object (…) the imaginary and the rational -the visionary and the objective vision- hover close together (…) I want to argue for a doctrine and practice of objectivity that privileges contestation, deconstruction, passionate construction, webbed connections and hope of transformation of systems of knowledge (knowledge potent for constructing worlds less organised by axes of domination) and ways of seeing (…) We are not immediately present to ourselves (…) there is no way to be simultaneously in all, or wholly in any, of the privileged (ie subjugated) positions of gender, race, nation and class (…) there is not immediate vision from the standpoints of the subjugated. Identity, including self-identity, does not produce science; critical positioning does, that is, objectivity.

Location | The issue in politically engaged attacks on various empiricisms, reductionisms, or other versions of scientific authority should not be relativism -but location (…) Feminist embodiment, then, is not about fixed location in a reified body, female of otherwise, but about nodes in fields, inflections in orientations, and responsibility for difference in material-semiotic fields of meaning (…) Location is about vulnerability; location resists the politics of closure, finality, or simplification. Situated knowledges require that the object of knowledge be pictured as an actor and an agent, not as a screen, or a ground, or a resource, never finally as slave to a master that closes off the dialectic in his unique agency and his authorship of “objectivist” knowledge


Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14(3), (Autumn, 1988), pp. 575-599.

On community, content and event

Interesting point made by Melissa Emler here. I am thinking more about online communities here just like Stephen Downes (I found this post in his newsletter) thinking that maybe event is the most tricky one to organize in the sense that it is synchronous and therefore, more vulnerable. Also, I am thinking if community is equal to the other two or also a goal in itself: Emler says that without a community there is no sense-making. True, but a strong community is also needed for further learning, its being perhaps the only thing that not only instigates motivation towards learning but also feeds learning with more content.

ITU Circularity in Built Environment Symposium (17.11)

Just a short bit before the year changes, here is the link to the Istanbul Technical University Symposium I participated in last November. My contribution is included in the second session, but I would definitely recommend that you watched the third and final part of the symposium, our discussion. Thanks again to the organizers (ITU Circularity in Built Environment Research Group) and all the people present for the very inspiring and fruitful exchange.


“We need safe spaces to do dangerous things”

Always good to know you are not alone, this has been a relief to read. I copy here:

we need to decolonize/decarbonize (…) the old elitist models need new energy, new insight and new material (…) the school educates, while training is a lifelong process happening after that (…) people in practice are sitting at the table with eight different disciplines, all: talking to each other, not worried about their boundaries and not siloing knowledge production in the way that many universities still insist on (…) How do we invert growth and our relationship to waste? How do we wrestle with the curious paradox that our relationship to technology – hijacked by capital – got us into this mess in the first place, and yet only technology can get us out of it? (…) We may be faced with knowledge we do not recognise (…) generosity pertains to economies of love that undo the transactional. How to decentre the perception of difference is the important question (…) let the perimeter of the discipline dissolve

Francesca Hughes & Lesley Lokko, A school willing to take risks. In Architectural Review, 15/11/2021

Does scale matter?

From left to right: Mark Postel (FAIRM), Conny Bakker (Professor IDE), Tillmann Klein (Professor AE+T & Moderator), me, Paul de Ruiter (Architect) and Ellis ten Dam (Royal HaskoningDHV)

It was a great pleasure for me to present our circular plans for BK education yesterday and a great honor to be amongst the people of this panel. For those of you who weren’t with us last night, here is a link to our BK Talks video:

#circularbuiltenvironment #circularity #circulareducation #circulareconomy

Reading time: The Sixth IPCC Report (2021)

The report clearly states that climate has changed due to anthropogenic activities and that it is humans who are warming the planet. According to the report and in the summary for policy makers:

Global surface temperature will continue to increase until at least the mid-century under all emissions scenarios considered. Global warming of 1.5°C and 2°C will be exceeded during the 21st century unless deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades. (page 18)

Visit Show your stripes website to find out more about how climate has changed in your country (see image above) and also visit the IPCC WGI Interactive Atlas to check how climate has changed globally and what are the future projections should we not take any measures.

Let us all become climate activists

FILE PHOTO: COP26 President Alok Sharma reacts during the UN Climate Change Conference (COP26) in Glasgow, Scotland, Britain November 13, 2021. REUTERS/Phil Noble/File Photo

If what Simon Lewis and Mark Maslin say in their article in The Conversation is true, we all need to become activists. Following the disappointing results of Glasgow’s COP26 by what was called by George Monbiot the suicide pact, we are far from acknowledging the problem let alone dealing with it. Monbiot also claims that movements like “Fridays for Future” managed to push the system into a “critical state,” however, the pandemic interrupted their flow. He suspects the momentum is building again. Let’s be there.

ACSA-EAAE 2019 Conference Proceedings now available

ACSA-EAAE 2019 Conference Proceedings are finally out! One of my favorite papers in one of my favorite cities is now available here. Title is Re-Conceptualizing the Role of Tutors in Research Based Pedagogy: The Tutor(s) as the Curriculum and is available here:

2019 ACSA Teachers Conference, Practice of Teaching | Teaching of Practice: The Teacher’s Hunch

Systemic Thinking

Gallón L. (2019) Systemic Thinking. In: Leal Filho W., Azul A., Brandli L., Özuyar P., Wall T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.
  • Problems: Machine age problems are concerned with simple systems, boundary closed, passive parts, fully observable, and analysis and reductionism methods of understanding, and, on the other side, systems age problems are concerned with complex systems, boundary open, purposeful parts, partially observable, and synthesis and holism methods of understanding (…) To think systemically is to understand the difference between machine age problems and systems age messes.
  • Observe: Development of multiple perspectives and first-order and second-order observations; integration of both soft and hard perspectives; apart from the technical, organizational, social, economic, environmental, political and human perspectives should be included
  • Think: Convergence and divergence; analysis and synthesis; decoupling a problem in a manner that allows identification of outcomes, their derivative outputs etc.
  • Model: relations between scales of space and time (…) all models are wrong but some are useful (…) a model must contain two or more mental constructs that can serve as variables and establish relationships between variables and/or their values
  • Simulate: systems thinking + simulation= systemic thinking
  • Solution: the means needed in the attainment of specific, purposeful goals; understanding stakeholders, their motives, circumstances, context, factors, conditions, values and patterns (…) it is articulating current and desired states for a mess


Gallón L. (2019) Systemic Thinking. In: Leal Filho W., Azul A., Brandli L., Özuyar P., Wall T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.

Winter School on Circularity in the Built Environment

The Circular Built Environment Hub (CBE Hub) of the Faculty of Architecture and the Built Environment, TU Delft is hosting a Winter School on Circularity in the Built Environment from Sunday, November 21 to Tuesday, November 23.

We will be discussing the topic of scales: You will have the opportunity to deepen your understanding of the theoretical aspects of circularity and circular economy and to learn from current examples from practice. You will also be required to contextualize this knowledge in Binckhorst, a district in the Hague that aspires to become an exemplary circular redevelopment for South Holland with mixed residential-commercial and industrial uses. 

Students from all levels of education (BSc, MSc) as well as PhD researchers are welcome to participate and are also invited to attend the Circularity in the Built Environment (CiBEn) Conference that will take place in Delft on the following days Wednesday, November 24 to Friday, November 26. Winter School activities and outcomes will be presented at the CiBEn Conference during a special (CBE Hub) session to be held on Friday.

Stay tuned for more information or visit our website