Aphorism 110 (part-2). The Philosophy of Tropical Littorals and Seashores. Satyendra Sunkavally.
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Aphorism 110 (part-2). The Philosophy of Tropical Littorals and Seashores. Satyendra Sunkavally.
Such homogenous supremacy. Such heterogeneous bedazzlement.
Ahmed Salman
What united these problems, Rittel said, was first that the actual problem was always indeterminate. It was hard to tell, in other words, if you had diagnosed the problem correctly, because if you dug deeper — why does this problem occur? — you could always find a more fundamental cause than the one you were addressing. These problems also didn’t have true or false answers, only better or worse solutions. They were not, indeed, like math problems. There was no definitive test of a solution, no proof. More effort might not always lead to something better. There were other ways these problems were not like math. They had intrinsically high stakes, wrote Rittel and a colleague, Melvin M. Webber, when they published Rittel’s talk as a paper. Any solution implemented would leave “traces” that couldn’t be undone. “One cannot build a freeway to see how it works, and then easily correct it after unsatisfactory performance,” they wrote. “Large public works are effectively irreversible, and the consequences they generate have long half-lives.” The designer had no “right to be wrong,” because these problems mattered. Human lives, or the quality of human lives, were on the line. Rittel called them “wicked problems.” They were “wicked” not because they were unethical or evil, but because they were malignant and incorrigible and hard. There did exist simple problems that didn’t rise to this level. But “now that [the] relatively easy problems have been dealt with,” the problems worth designers’ time were the wickedest ones. The hardest problems of heterogeneous social life called for designers’ exclusive focus and concentration. For Rittel, design problems’ wickedness meant that they could never be subject to a single process of resolution. There could be no one “method.” Textbooks tended to break down, say, engineering work into “phases”: “gather information,” “synthesize information and wait for the creative leap,” et cetera. But for wicked problems, Rittel wrote, “this type of scheme does not work.” Understanding the problem required understanding its context. It wasn’t possible to gather full information before starting to formulate solutions. Nothing was linear or consistent; designers didn’t, couldn’t, think that way. If there was any describing the design process, it was as an argument. Design was a multiplicity of critical voices batting a problem around unknown terrain until it formed itself, or not, into some kind of resolution.
On Design Thinking | Issue 35 | n+1
3 Kinds Of Diversity: -Specificity from Genus to Species -Individuality Members composing species -Heterogeneity Parts composing Individual
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studying abroad for the first time made me reflect on globalism, which describes how interconnected the world has become through ideology, money, and economic services; this in turn allows information, culture, and influence to spread rapidly across borders.
i believe this spread feels more casual and less formally diplomatic today because of the speed of modern communication technologies (eg, tiktok) and the accessibility of global travel (eg, financed flight tickets). i believe that these developments make globalism seem less political to the public eye. however, after my study abroad experience in korea, i personally believe that everything is political. the international interactions that shape international diplomacy between countries also influence how travelers and tourists have to navigate their identity and ethics.
in this increasingly globalized world, the concept of intersectionality stood out to me the most from my study abroad experience. i recently learned the word "heterogeneity", which refers to diversity or the degree to which things differ. the collins passage especially resonated with me because it emphasized heterogeneity as a strength of intersectionality, rather than a liability. this perspective challenged my previous understanding of intersectionality on a global scale.
to me, intersectionality represents a complex network of oppression linked to the various marginalized identities a person holds. it’s not an “olympic competition” of who suffers the most, but instead a thorough reflection of the human experience, how no two individuals can perceive or live reality in the same way. because of this, i believe that teaching intersectionality on a national or global scale is difficult since the gap between realities will equate to there being no single summary of oppression, only diverse experiences that humans individually experience shape all interconnect together to forge the current understanding of intersectionality.