There is no concept with only one component. All concepts are connected to problems without which they would have no meaning and which themselves only be isolated or understood as their solution emerges.
Deleuze, G et Guattari, F. (1994) What is a Concept? What is Philosophy? New York: Colombia University Press: 15-34
Etymology: Old English tól neuter, = Old Norse tól n. plural (compare Norwegian tøler ) < Old Germanic *tôwlom , tôlom , <*tôw- to prepare, make (cognate with Gothic taujan : see taw v.1) + agentive suffix -lom , -el suffix1.
Anything used in the manner of a tool; a thing (concrete or abstract) with which some operation is performed; a means of effecting something; an instrument.
“tool, n.”. OED Online. March 2018. Oxford University Press. http://www.oed.com/view/Entry/203258?rskey=bj5bv5&result=1 (accessed April 19, 2018).
Zone of Neighbourhood, Humans being together
More than maintenance […] caring as a loving connection […] fostering […] caring relations […] concern of feminist thinking
Puig de la Bellacasa, M. (2011). Matters of care in technoscience: Assembling neglected things. Social Studies of Science Vol 41(1): 85-106.
Care by Volvo: A new alternative to owning or leasing a Volvo car. Welcome to the future of the car experience, where a simple monthly subscription is all you need. This is Care by Volvo – a symbol of our commitment to give you back more time to do the things you love.
Care by me: A mutual agreed action to relief everyday life.
[…] communication which included solving conflict as well as building partnership. Lefebvre understands conflicts in Marxism terms, as a quality and not as a problem.
Schalk, M et al. (2009). Taking care of Public space. Architectural Research Quarterly Vol 13 no 2: 141-149.
There is a chance that a conflict can become a forum for change, when norms are not only repetitiously and performatively re-enacted and re-experienced, but also overwritten and changed.
Schalk, M et al. (2009). Taking care of Public space. Architectural Research Quarterly Vol 13 no 2: 141-149. (Inexcitable Speech. Zum Rechtsverständnis postmoderner feministischer Positionen am Beispiel Judith Butler, inHornscheidt, Antje / Jähnert, Gabriele/ Schlichter, Annette (Hg.), Kritische Differenzen – geteilte Perspektiven, Opladen: Westdeutsche Verlag 1998, 229-252)
Ranking, violates a moral norm of equality […] inequality is avoidable […] morally unjustified […] hierarchical differences
Therborn, G. (2012). Killing Fields of Inequality. International Journal of Health Services, Vol 42, No 4: 579–589
That every person is considered as much as everyone else in a political and often an economical aspect […] Used since 1713, more common since1960s.
(my translation) Nationalencyklopedin, jämlikhet. http://www.ne.se.proxy.lnu.se (accessed 2018-04-12)
Moore P. (2016), industrial designer, gerontologist, author, Keynote Cumulus Conference, Hong Kong
Class is a term that in the social sciences is used to separate people into groups based on economic and social criteria. The concept was established in the 1800s as a basis for both classical liberalism and early socialism. The concept of class has been the most relevant in Marxist theory, where social classes have different roles in or in relation to the production of goods and services. What is in focus is the power over ownership, and in Marxist thought the concept is also a cornerstone of a theory concerning social mobilisation, so-called class struggle, aimed to change the economic power structure in society.
https://www.genus.se/en/wordpost/class/ (accessed 2018-04-12)
Etymology: < late Latin sēgregātiōn-em, noun of action < Latin sēgregāre : see segregate v.
- The action of segregating.
- The separation or isolation of a portion of a community or a body of persons from the rest.
“segregation, n.”. OED Online. March 2018. Oxford University Press. http://www.oed.com/viewdictionaryentry/Entry/174893 (accessed 2018-04-19)
Late Latin segrega’tio ‘separation’, ‘separation’, of Latin ‘grego’ separating (from the flock) ‘), the spatial separation of populations.
Nationalencyklopedin, segregation. http://www.ne.se.proxy.lnu.se/uppslagsverk/encyklopedi/lång/segregation(accessed 2018-04-12)
A high priority issue for the government is to break segregation. The work is done on several fronts and ten ministers work together to reverse the development and contribute to reduced gaps and to create a safe Sweden where we keep together
[…] fundamental human needs are not only universal but are also entwined with the evolution of the species. They follow a single track. […] Fundamental human needs must be understood as a system, the dynamics of which do not obey hierarchical linearities. This means that on the one hand, no need is more important per se than any other; and that on the other hand, there is no fixed order of precedence in the actualization of needs.
http://www.wtf.tw/ref/max-neef.pdf (accessed 2018-04-12)
Zone of Neighbourhood, Ontology
Is the quiet knowledge really quiet? A vocational practice as a mediator of quiet knowledge, ie such knowledge conveyed through training and socialization into a profession´s tradition. The most important moments in a professional practice are thus quiet, ie contextual, cultural bound, implied and bound to be expressed in skills and talents. One acquires the quiet knowledge by learning to live in a given practice.
[my translation] Molander, B. (1993). Kunskap i handling [Knowledge in practice] http://arkitekturforskning.net/na/article/viewFile/729/673 (accessed 2018-04-19)
[…] The knowing itself is partial in all its guises, never finished, whole, simply there and original; it is always constructed and stitched together imperfectly and therefor able to join with another to see together without claiming to be another.
Haraway, D (1988). Situated Knowledge: The Science question in Feminism and the Privilege of Partial Perspective. Feminist studies Vol 14 No 3: 575-599
Illustration of Knowledge
based on the text; Gustavsson, B. (2000). Philosophy of knowledge: Three Forms of Knowledge in a Historical Perspective
Zone of Neighbourhood, Methods
Participatory design (PD) is an approach where all stakeholders are involved in the design process. Traditional design projects typically include the paying client and professionals within similar and related industries; in participatory design, members of the wider community — from the users who are directly affected by the design, to the local business owners who may be peripheral to it — are also recognised as legitimate stakeholders with the ability to impact the project. The extent of their involvement can range from being passively informed of a project’s development, to actively sharing roles and responsibilities in decision making. While there may be times when informing is a necessary part of the process, we believe that real impact is often made when we intentionally build up a person’s capacity to contribute at higher levels.
http://participateindesign.org/approach/what/ (accessed April 19, 2018).
A succinct definition of action research appears in the workshop materials we use at the Institute for the Study of Inquiry in Education. That definition states that action research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.
Guiding School Improvement with Action Research, by Richard Sagor
- Selecting a focus
- Clarifying theories
- Identifying research questions
- Collecting data
- Analyzing data
- Reporting results
- Taking informed action
We define metadesign as an emerging framework of practice that will enable designers to change, or create, behavioral paradigms
https://metadesigners.org/Metadesign-Introduction (accessed 2018-04-19)
Tham, Mathilda, professor at Department of design, Linnaeus University, Illustration from presentation at JST, Tokyo. 6th of April 2018.