contingency
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complexity
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chaos
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uncertainty
———————————————————————————————————
risk
save and sound
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agile
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inert
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fluid
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porous
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tight
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rigid
opportunity
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optimism
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optimality
—————————————————————————————————————————————————
sufficiency
empathy
——————————————————————————————————————————————————
apathy
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identity
——————————————————————————————————————————————————
intrinsicality
analogue
———————————————————————————————————————————————————
dialogue
———————————————————————————————————————————————————
autonomous
———————————————————————————————————————————————————
responsive
bigness
———————————————————————————————————————————————
small is beautiful
———————————————————————————————————————————————
less is more
———————————————————————————————————————————————
form follows
reduce
———————————————————————————————————
reuse
———————————————————————————————————
recyle
———————————————————————————————————
(con)serve
———————————————————————————————————
(ex)change
disruptive
———————————————————————————————————————————————————————————————————————————————————
regenerative
———————————————————————————————————————————————————————————————————————————————————
RESILIENT
RESILIENCE
The inherent strength of an entity – an
individual, a household, a community
or a larger structure – to better resist
stress and shock
The capacity of this entity to bounce
back rapidly from the impact
2
Fast changes prompt for adaptability.
Unexpected crises impel immediate
solutions.
Sudden shocks cause yearning for
trust. Otherness challenges identity.
Resist? Cope? Design?
Did wemanage to build the society and
environment which we aim for? Is it
even possible toconceive society and
environment? Or does it happen?
What is design else than responding to
what emerges?
We are always in themiddle.
3
The vulnerability of our contemporary
societies, and natural and built envi-
ronment has appeared in all evidence.
Howdowe copewith the fast changing
conditions of our timewithout collaps-
ing, and, more importantly, howcan
we learn from the experience?
4
In such conditions of fast change,
uncertainty and sudden crisis, what
does it mean to say that we ‘with-
stand’?
1 Simons, M. (2006). ‘EducationThrough
Research’ at European Universities:
Notes on the Orientation of Academic
Research. Journal of Philosophy of
Education,40(1), 31-50.
2
3 Deleuze, G., & Guattari, F. l. (1987). A
thousand plateaus : capitalism and
schizophrenia. Minneapolis: University
of Minnesota Press.
4
Re-ACT by design
Re-ACT by design is the theme of an
annual series of international work-
shopweeks for master students
architecture, interior architecture,
product development, heritage studies
and urbanism and spacial planning of
the Faculty of Design Sciences at the
University of Antwerp.
‘It might be said that what is offered in
research and education should be
determined by the challenges that are
being articulated in the lines of frac-
ture of society itself.’
1
The aimof the international workshop
week is toexplore the power and
capacity of design to tackle those lines
of fracture and socially engage by
design. Beyond re-search by design,
students and tutors re-act by design.
Howcan design education not only
address students, but alsoaddress
those lines of fracture, and induce
debates, provoke questions, and set an
agenda?
Theworkshopweek is open to radical
pedagogical experiences, which open
the eyes, change sides and widen
thinking. It stimulates crossing disci-
plinary boundaries. The international
design workshopweek is jointly
curated by a teamof students and
faculty. It provides a forum for interna-
tional exchange; simultaneously, it is
an informal platform for discussing
design education and its agency. The
first edition addressed the condition of
displacement. The 2018 edition will
address resilience.
