Designer l'Enseignement Enseigner le Design: Announcements
type: channel
description: The DEED journal presents itself as a space conducive to reflection and discussion around the multiple dimensions of design education. Its objective is to bring out new perspectives and innovative pedagogical approaches in this rapidly evolving field. This first issue is a continuation of an international conference organized by the Higher Institute of Fine Arts of Tunis under the theme "Teaching design, designing education". The journal aims to deepen the reflection on the practices, challenges and perspectives of design education, by examining from different angles how the conception of design and artistic practices influences and shapes pedagogical approaches, and conversely, how teaching choices impact design and transmission in these disciplines.
language: en-US
items: Call for paper: Call For Papers, ANTICIPATE-DEED - ISSUE Number 4
items: Insights on Issue 2: Preface and Editorial Now Available
items: Call for paper: Call for papers, VIVA-DEED Issue N°3 -
items: Call for paper: Call For Papers, DCDSC-DEED ISSUE NUMBER 2
items: News: Launch of the first edition of DEED - discover our new journal!

Call for paper: Call For Papers, ANTICIPATE-DEED - ISSUE Number 4
type: item
description: ANTICIPATE Art, Design and Pedagogies of Transitions: From Foresight to Action “Education is the point at which we decide whether we love the world enough to assume responsibility for it.” Hannah Arendt Contemporary societies are experiencing multiple transitions that are profoundly reshaping the ways we inhabit the world, produce, transmit knowledge, and imagine the future. Environmental crises, digital transformations, the rise of artificial intelligence, shifts in economic models, social reconfigurations, and new relationships with the living world simultaneously challenge present conditions and the futures we wish to build. In this context of uncertainty, anticipation cannot be reduced to a simple exercise in prediction. It refers to a capacity for understanding, projecting, and acting that enables individuals and institutions to explore the possible consequences of present choices and to contribute to the construction of alternative trajectories. Anticipation therefore implies a collective responsibility toward future generations, a responsibility that Hannah Arendt associated with the very mission of education. Foresight must be distinguished from forecasting. Forecasting relies on extending existing trends in order to estimate a probable future, whereas foresight, as defined by Gaston Berger, considers the future as an open space to be explored and constructed (Berger, 1964). Bertrand de Jouvenel similarly argued that the future is not an object of certainty but of conjecture, deliberation, and will (de Jouvenel, 1964). Today, this tradition finds a contemporary extension in the concept of Futures Literacy, promoted notably by UNESCO, which views anticipation as a capability enabling individuals and communities to use the future to better understand the present and guide action (Miller, 2018). At the same time, the notion of transitions requires clarification. Transitions do not refer to isolated changes or short-term adaptations, but to profound and long-ter…
creator: Designer l'Enseignement Enseigner le Design
date: 2026-08-14

Insights on Issue 2: Preface and Editorial Now Available
type: item
creator: Designer l'Enseignement Enseigner le Design
date: 2026-07-12

Call for paper: Call for papers, VIVA-DEED Issue N°3 -
type: item
description: VIVA - Heritage and Participatory Dynamics: Valuing, Imagining, Aiming, Learning and Innovating for a Living Heritage "Heritage is not what is preserved, but what is transmitted and transformed.” (Bernard Stiegler, 2010) VIVA - Valuing, Imagining, Aiming, Learning and Innovating approaches heritage as a living legacy, understood not as a fixed set of objects to be preserved, but as a social, cultural and pedagogical process in constant reconfiguration (Smith, 2006; UNESCO, 2003). Grounded in participatory dynamics, this perspective recognizes the central role of communities, uses and contemporary practices in the production and transmission of heritage values (Bastian & Flinn, 2020). However, if heritage can indeed be “transmitted and transformed,” it is first because it has been preserved; and one can preserve only what material or memorial traces manage to endure. Transmission cannot be conceived without first attending to the conditions of existence, persistence and reactivation of these traces (Nora, 1989). In the face of recurring destruction affecting artefacts, sites, archives and embodied practices, the VIVA call seeks to articulate more explicitly the links between valorisation, transmission and conservation, questioning the concrete modalities through which traces can be safeguarded, documented and re-inscribed in the present. The call also opens the reflection to the notion of “matrimoine”—designating the heritage of female lineages, practices and cultural productions. Because many of these expressions rely on inherently fragile supports-textiles, domestic arts, care practices, private archives, everyday objects, they have historically been marginalized or rendered invisible within dominant heritage narratives (Huyssen, 2003). Recognizing and documenting this matrimoine means making perceptible forms of heritage that are sensitive, situated and precarious, yet essential to understanding cultures and lived worlds. Contributions addressing the (re)valorisat…
creator: Designer l'Enseignement Enseigner le Design
date: 2026-01-28

Call for paper: Call For Papers, DCDSC-DEED ISSUE NUMBER 2
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description: Devenir Culturel, Design et Stratégies Créatives "L'enseignement du design ne se limite pas à la création d'objets, mais s'étend à la production de connaissances et de savoirs, en observant et en analysant les usages quotidiens pour anticiper les futurs possibles." Manifestes 2, Enquête-Création en Design (Nicolas Nova,2021). Les industries culturelles et créatives (ICC) tirent un avantage considérable d'une formation en design axée sur l'ethnographie et l'observation des comportements quotidiens. Cette approche permet de développer des produits et services à la fois pertinents et innovants. En adoptant une perspective socio-anthropologique, l'enseignement du design favorise une compréhension approfondie des interactions humaines avec les technologies. Nicolas Nova, à travers ses recherches sur les cultures numériques, met en lumière cette dynamique essentielle (Nova, 2021). La stratégie créative dans le design repose sur une analyse fine des évolutions technologiques et culturelles. En encourageant les apprenants à envisager des futurs possibles et à utiliser la prospection comme outil de réflexion critique, l'enseignement du design ouvre la voie à des innovations audacieuses. Ainsi, les ICC se renouvellent et s'adaptent aux transformations contemporaines en intégrant des approches interdisciplinaires et prospectives. Pour le numéro 2 de notre revue DEED, nous proposons la thématique « Devenir Culturel, Design et Stratégies Créatives ». Nous nous intéressons aux modèles et démarches développés par les ICC et à la manière dont elles peuvent être intégrées dans l'enseignement universitaire, les cycles secondaires, professionnels, ou autres structures éducatives, notamment à travers une logique d’approches interdisciplinaires et collaboratives. En combinant ces perspectives, il devient évident que les ICC, en s'appuyant sur des stratégies créatives et des méthodes de design innovantes, peuvent non seulement répondre aux besoins actuels mais aussi anticiper les évoluti…
creator: Designer l'Enseignement Enseigner le Design
date: 2025-02-09

News: Launch of the first edition of DEED - discover our new journal!
type: item
description: This first issue celebrates a century of commitment to higher education in art and design, a legacy that inspires future generations. We emphasise the importance of academic research in the development of innovative art and design practices. This special issue is dedicated to art and design education and provides a platform for researchers, teachers and practitioners to share their thoughts and discoveries. We invite all those with a passion for design, art and education to discover this first issue and join us on this intellectual adventure. Together, let's make DEED a space for dialogue and creation.
creator: Designer l'Enseignement Enseigner le Design
date: 2024-12-24