DEVELOPING METHODS OF RESILIENCE FOR DESIGN PRACTICE MARÍA DE MATER O’NEILL A supportive document submitted in partial fulfilment of the requirements of the University of Northumbria at Newcastle for the degree of Professional Doctorate Research undertaken in Northumbria Department of Design Volume 1 of 2. Supportive Document June 2013  Declaration I declare that the work contained in this Supportive Document has not been submitted for any other award and that it is all my own work. I also confirm that this work fully acknowledges opinions, ideas and contributions from the work of others. Any ethical clearance for the research presented in this Supportive Document has been approved. Approval has been sought and granted by the Faculty Ethics Committee on October 1, 2013. Word count of the Supportive Document is 23,626. Name: María de Mater O’Neill Signature: Date: June 25, 2013  ABSTRACT It was noted by the researcher that living and working in Puerto Rico, in what are politically and socio-economically difficult and sometimes threatening conditions, at the time of this programme of research, there was something to be learnt from those designers who exhibited resilience to stressful events. Therefore, the specific purpose of this practice-led programme of research was to understand designers’ decision-making processes when under political and socio-economic stressors and question how they can make strategically successful decisions that enable them to thrive. The first objective was to identify and define resilient strategic thinking. To do this, the researcher reflected upon her own thinking and practices as an art director and design educator suffering the adversities of political and socio-economic disintegration in her own context. This self-reflective process revealed her use of a number of coping tools, which became the set of Real-Time Response Planning (RTRP) tools for managing adversity. The second NOTES tool’s objective was to explore the possibility of teaching The aim of a student of a Professional Doctorate, according to the UK strategic application of the RTRP tools to other designers Economic & Social Research Council who were also experiencing their own stressors. In review of (ESRC), is to ‘.... make a contribution designers’ engagement with these tools, the third objective to both theory and practice in their was to develop an effective graphic articulation of the RTRP field, and to develop professional toolbox. This enabled the fourth objective, which was to practice by making a contribution measure the effectiveness of the RTRP toolbox in guiding to (professional) knowledge.’ (The designers towards radical resilience, towards bouncing Science Registry Ltd ) forward as a more adaptive response to adverse conditions. 4 Professional Doctorate The research was begun using the Reflective Practice and Action Research approach; however, critical review of its appropriateness within this social-political context of design practice moved the researcher to apply the Systematization of Experience method. A Systematization workshop was conducted applying Participatory Action Research and Participatory Design to the creation of the RTRP toolbox paper prototype, as a vehicle for observing the application of the RTRP tools during design practices. This programme of research found that the RTRP tools were able to positively support thriving and resilience as defined by the Resilience Theory. The toolbox successfully supported the teaching of resilience behaviours at a personal and local level, enabling the development of positive coping strategies in real-time, and informed the planning of longer-term strategies for similar adversities in the future. The current global economic crisis has left many designers with insecure futures, yet there is an expectation that they will carry on efficiently to maintain their livelihoods and lifestyles in the face of daily adversity. These RTRP tools offer designers a means of managing these experiences and help them see oportunities. Supportive Document 5 6 Professional Doctorate Supportive Document 7 Acknowledgements The researcher wishes to thank Mrs. Smith, her first grade teacher, who showed her how to educate others by educating her with a high sense of coherence and locus of control. The researcher also expresses her gratitude to Sara Marina Dorna, Andrés Mignucci, Tessie O’Neill, Dr. Jossie O’Neill, José Nelson Ramírez (editor of the Doctoral requirement documents), Marisol Ramírez, Regina Bultrón Bengoa (video transcript translator), Nora Maité Nieves, Arthur L. Asseo, Cristina Tossas, Mauricio Conejo, Sonia Fritz, Prof. Gilbert Cockton, Beta-Local’s team and Marta Mabel Pérez. Annie Rodríguez, Dr.Susan Homar, Ana Victoria San Inocencia and María Hidalgo for text corrections. Also the Systematization workshop participants: Dr. Heidi Figueroa, Michelle Gratacós, Rachel Hernández Pumarejo, Héctor López, Matilsha Marxuach, Gabriel Miranda, Marina Moscoso, Gabriela Rosario and Samuel Rosario. Also peer reviews participants: Dr. Omayra Rivera Crespo, Arq. Oscar Oliver, Arq. Marisa Oliver, Dr. Otomíe Vale Nieves, Dr. Dolores Miranda Gierbolini, Principal Ruth Swinney and Dr. Patricia Velasco. The researcher is deeply grateful to School of Design tutors: Dr. Kevin Hilton and Dr. Joyce Yee. 8 Professional Doctorate SUPPORTIVE DOCUMENT volume 1 Developing Methods of Resilience for Design Practice Submitted by María de Mater O’Neill June 2013 Supportive Document 9 10 Professional Doctorate  RELATIONSHIP OF THE DOCTORAL REQUIREMENTS Supportive Document Portfolio of Evidence, DVD Volume 1 of 2. Volume 2 of 2. Supportive Document 11 12 Professional Doctorate  SUPPORTIVE DOCUMENT’S LAYOUT MAP Left column is Right column is for main narrative. for quick visual reference to the Professional NOTES Portfolio The aim of the researcher’s Supportive (Volume 2). It Document is to provide a guide for the is also used evidence presented in the Professional for notes and Portfolio. The researcher suggests clarifications. that the reader use this volume as a primary document. Both documents are intensively cross-referenced. Research is not linear. As in the Professional Portfolio, the Supportive Document describes the errors and wanderings of a The questions practice-based research process as part & motivations of a contextual and open approach. The in each layout design of both volumes aims to stage will be give the intertextual threads a coherent highlighted non linear reading as an attempt to in orange. articulate the research process. The reader is expected to alternate between the volumes in order to understand the motivations, methodologies and findings. Supportive Document 13  Supportive Document Volume 1 of 2. R CONTENTS PAGE [ Focus of the SECTION 1 Investigation and INTRODUCTION - Core Argument Defence of 1.1 How it Started: The Context, Resilient under p. 24 Originality ] Adversity 1.2 The Discovery of Tools to Manage Adversity p. 24 1.3 Initial Inquiry p. 26 1.4 FIRST STAGE OF RESEARCH: Approaches, Purpose p. 26 and Initial Questions: Resilience Theory 1.5 APPROACHES: Interviews p. 28 1.6 APPROACHES: Case Studies p. 28 1.7 FINDINGS & CHANGE OF APPROACH: Succumbing p. 28 1.8 Findings p. 29 1.9 RATIONALE: Contextualized Research Methods p. 30 1.10 Systematization as Research Method for the Second p. 31 Stage 1.11 RESULTS: Thriving: The Effects of the Paradigm p. 32 Shift 1.12 APPROACHES: Corroboration, Additional Case p. 33 Studies 1.13 APPROACHES: User Testing, Comparison and Peer p. 33 Review Period 14 Professional Doctorate  [ Basis of the SECTION 2 Critical Approach to RESILIENCE THEORY this Research ] 2.1 Definition of Resilience p. 37 2.2 Resilience and Thriving p. 39 2.3 Conclusions p. 42 [ Claims to SECTION 3 Investigate ] SUCCUMBING 3.1 Background for Research Paradigm Shift p. 44 3.2 How the RTRP Tools Helped the Researcher to p. 46 Achieve Paradigm Shift in Her Research [ Basis of the SECTION 4 Critical Approach to SECOND STAGE: RESEARCH METHODOLOGY this Research ] 4.1 Research Approach: Contextualized Methods p. 48 4.2 Type and Structure of Research: p. 49 Open Transdisciplinary Inquiry 4.3 Systematization p. 51 4.4 Advantages of Systematization Over Reflective p. 53 Practice and Action Research 4.5 Comparison of Systematization With Participatory p. 57 Action Research, Reflective Practice and Action Research 4.6 Commonalities with Participatory Design and p. 61 Participatory Action Research 4.7 The Researcher’s Design-Relevant Version of p. 65 Systematization Supportive Document 15  4.8 The Triple Self-Diagnosis: An Approach from p. 66 Participatory Action Research 4.9 The Iterative Process of Systematization p. 66 4.10 The Role of the Systematization Guide p. 67 4.11 The Bünd Dynamics p. 68 4.12 Conclusions p. 68 [ Evidence ] SECTION 5 SYSTEMATIZATION WORKSHOP 5.1 The Location p. 72 5.2 The Participant Criteria p. 73 5.3 The Schedule p. 74 5.4 The Plan p. 75 5.5 Narrative of Events p. 76 5.6 Narrative of Systematization Events p. 81 5.7 Conclusions of the Systematization Workshop p. 94 5.8 The Limitations, Recommendations and p. 95 Confirmations of the Systematization Study 5.9 Systematization Workshop Findings p. 97 [ Evidence ] SECTION 6 USER TESTING, PROTOTYPE, COMPARISON & PEER REVIEW 6.1 Practice-Based Research in a Contextual Inquiry p. 100 6.2 Working Prototype p. 101 6.3 Comparison to Another Guide p. 104 6.4 Presenting Research to Others p. 104 6.5 Conclusions p. 107 16 Professional Doctorate  [ Summary of SECTION 7 Significance ] RESEARCH FINDINGS - Final Conclusions p. 110 7.1 The Importance of Being Anchored p. 116 7.2 Reflective Statement p. 118 Glossary p. 122 References p. 128 COLOUR LEGEND QUESTIONS & SECTION’S FIRST MOTIVATIONS PAGE & HEADINGS 1 Section colour R Research Supportive Document 17  LIST OF TABLES Number Title Table 1 Summary of Systematization Lessons. p. 88 18 Professional Doctorate  LIST OF FIGURES Number Title Fig. 1 Diagram by O’Neill, based on Brown, Harris and Russell p. 50 (2010). Three areas of multiple-aspect interactions in an open transdisciplinary research. Fig. 2 Diagram by O’Neill based on Brown’s (2010) open p. 51 transdisciplinary research topology. Fig. 3 Diagram by O’Neill based on Planell’s description of the p. 54 Systematization objectives (2004). Fig. 4 O’Neill‘s diagram of ActionAid contribution of p. 64 Systematization. Fig. 5 Diagram of the Second Research Stage. p. 65 Fig. 6 Summary of the researcher’s design-relevant version of p. 69 Systematization for a participatory and open transdisciplinary framework that includes a political mindset. Fig. 7 Systematization workshop diagram, done in meeting p. 76 with Mignucci, January 11, 2011. Fig. 8 Final collective timeline registro (registry) with the p. 84 RTRP toolbox. Fig.9 Equation for participants to focus on the PAR inquiry, p. 86 February 21, 2011. Fig.10 Summary of RTRP model and its toolbox. p. 111 Supportive Document 19  EXECUTIVE SUMMARY The researcher found herself unable to explain successfully 1 her “know-how” on design practice in the Caribbean context to others not familiar with it. Although skeptical, the researcher used this as the initial point of inquiry for her doctoral studies. The researcher found herself attributing her resiliency to the use of eight methods to manage adversity in her design practice while at the same time questioning if these tools of her systematic design procedure really existed. The researcher identified the Resilience Theory , which IO AT rob L NA m sol le ving us RE 2 explains how certain individuals thrive or resist succumbing LA s rol e sp U AT HAND TIO es i SIT r’ ’ er NA n soc us STEALTH MODE L FAST FEET PLAY iety DIVERSIFICATION INTERTEXTUALITY RAUXA/SENY ANCHORED PUBLISH SCRIPT to the impact of stressors. Then she applied it to her tools th use ILOS L SIT fwor -- her resilience “know-how” or Real-Time Response P NA r ’s H el IO wo P s d r’s e rl H I vie w us O PO CA S L DI Planning (RTRP), in her design practice. Her initial research methods, Action Research (AR) 3 and Reflective Practice (RP), allowed important findings, but their use were unable to prevent her from succumbing (fail to resist her stressors). These methods did not give the researcher the skills to change her context when she became aware of her stressors. However, the tools gave her the resources to change to more effective methods and therefore to thrive. Structured interviews concerning design procedure were done with other designers locally and in Argentina. During this period the tools became a toolbox, a metaphor for a resilience system-thinking mindset. A new tool emerged: Script was used to avoid burnout and blockages of effective decision-making, when high-level stress is experienced. 20 Professional Doctorate  The researcher had the insight that the way to conduct her 4 inquiry and to design the RTRP toolbox needed to be coherent (that her values, beliefs and actions should not contradict each other). Then she located an appropriate research method for her context, the Systematization of Experience, a collective reflective methodology used in Latin America. Because Systematization is a contextually driven method that includes a political framework, it helped the researcher to thrive, since she perceived her stressors to be political. The researcher appropriated this methodology to make it design-relevant. The researcher’s inquiry changed to an open 5 transdisciplinary research consisting of a Systematization workshop that used Participatory Design (PD) and Participatory Action Research (PAR) approaches. In the Systematization workshop, participants (designers, a psychologist, students and an urban planner) designed a paper prototype of the RTRP toolbox. This process also allowed the users to further apply the tools. The RTRP model became explicit, allowing the researcher to articulate her resilience methodology (her “know-how” ). Supportive Document 21  User testing and peer reviews were used after the 6 Systematization workshop to make comparison between the working prototype with IDEO’s Social Impact Guide. Findings indicate that the tools were used with different order and priorities by each user; that the tools enabled different levels of learning and interaction; that users had different ways to use them, for example, using the tools names to describe a particular / different situations; that the tools encouraged self-mentoring (a learned resourcefulness resilience factor); and that the Intertextuality tool was a key component to thriving. The RTRP process was refined, adjusted and articulated more effectively. This experience led the researcher to identify resilience models in other fields (healthcare and disaster management) that can be used by practitioners under stressful situations. 22 Professional Doctorate  The researcher concluded that her RTRP model is unique 7 in that it is designer-centred, as opposed to user- centred, helping designers to deal with stressors that are sources of professional and personal adversity. Findings: Using the RTRP model can build real-time resilient strategies in real-world situations; the model helps designers develop skills that enable them to adapt quickly in a shifting environment through case-based self-learning. It also promotes collaboration (the strength of situated contexts using the Anchored tool), so that it can be used as a reflective higher-order thinking and learning tool. Presently the RTRP is being actively used by the researcher in a tacit mode as well as in explicit manner when strategic planning involves others in her design team. Supportive Document 23  SECTION 1 QUICK REFERENCE INTRODUCTION- Core Argument 1.1 How It Started: The Context, Resilient under Research Chronology - P.20-21, Adversity Portfolio of Evidence. In the initial stages of preparing a research proposal for A diagram of the history of the doctoral studies, the researcher found herself unsuccessfully Real-Time Response Planning’s trying to explain to her tutors the reasons behind her research chronology. decision-making in her design practice. The reasons were all NOTES based on her social context and how it affected her design This is a practice-based research and educational practices. She was meeting deadlines and on building a method for using achieving goals on design jobs, doctoral studies and at the resilient behaviour as a tactic in university where she used to teach in the Design Programme. design practice and how it can be taught. Practice-based doctorates in art and design have existed for Her context of practice continues to be subjected to the 15 years (Frayling, 1997). Design, as pressures of insularism, corruption, political branding, well as art, is way to construct new persecution, lack of resources, lack of access to advanced knowledge. technologies and production methods, and lack of adequate budgets. On beginning this programme of research, she was Practice-based research (PBR) being resilient under adversity without consciously knowing must be evidence-based; therefore, it. the second volume of the Professional Doctorate research is the Portfolio of Evidence. Under 1.2 The Discovery of Tools to Manage Adversity PBR it is important to: include The researcher communicated her frustration to a fellow the researcher’s design activity colleague and architect, Andrés Mignucci. In her as a framework for ‘reflection, conversation with Mignucci, the researcher described the analysis and theorizing [as well difficulty in articulating how she has practised design in as] transparency in the adopted adverse conditions in Puerto Rico. He then suggested that methodologies’ (Pedgley and she should articulate her method for design practice in Wormald, 2007, p.74). 24 Professional Doctorate INITIAL QUESTIONS: What led the researcher to identify resilience tools in her practice? Did the researcher Puerto Rico (Mignucci, 2009). As a response, the researcher really use the tools articulated eight tools of her systematic design procedure she articulated to for the first time. The procedure ended up with nine tools, her colleague? but in the initial discussion with Mignucci, only eight were identified. Those eight tools were: If this is true, in what context? 1) Diversification - Combining multiple spheres of action and having the ability to move among diverse social Were the tools groupings, thus developing an eclectic network without always used in the the need to belong to a specific same way? social group. 2) Fast Feet Play - Being in constant mutation and Was it possible there transformation. A fast feet attitude can make or break any was the use of an play, evolving around ever-changing situations, clients unconscious method all this time? and circumstances. 3) Rauxa/Seny [this was named by Mignucci] - These are What about other Catalan words for intuition/common sense. The researcher designers, both uses this term to describe the balancing of the tension locally and globally? between creative intuitions and the practical aspects of [Are these tools design. only for and by the 4) Publishing (initially referred to as Publish) - The researcher? ] reflection on both, the process and the final artefact, must be documented. If the process is not documented and MOTIVATION: made public, then it will feel as if the entire action How to explain never existed. her know-how of 5) At Hand - To constrain the design work to the feasible working successfully resources available and not lament over what we do under stressors. Supportive Document 25  not have; instead, we should see the design learning opportunities. 6) Intertextuality - Acknowledge and create dialogue with previous authors/creators (this cancel out the tabula rasa) and connect with what has taken place, and value interventions that may be forthcoming. 7) Stealth Mode - To be undetectable, under the radar, by not drawing attention towards the project or oneself. Keeping quiet and proceeding with cleverness. It is the opposite of Publishing. 8) Anchored - Means to be anchored in place, a sense of QUICK REFERENCE commitment to a specific community that should not to be Timeline of my circumstances Friday, JAN 1: Rewrite Saturday, JAN 2: We Monday, JAN 4: Tuesday, JAN 5: Wednesday JAN 6: Thursday, JAN Friday, JAN 8: Brainstorming Saturday, JAN 9: Late in planning IPA addressing committee start writing abstract about Started writing Time contraint Decided to take my 7: Sent IPA and meeting for both University university courses, start writing syllabus, including a new course for the confused with blind nationalism or xenophobia. issues. Organized meeting Excelsior as a design Executive meeting with tutors, chances and take postion finished Report. and Museum jobs, plus a new with tutors, send out phenomena. In a few hour Summary Report. some issues are not in post colonial issues business in a editorial assignment. interdisciplinary program a University agenda. Night before we manage to structure the resolve. with the IPAthingness. Sent abstract to conference. of Puerto Rico. I was planning teaching open an educational blog. whole paper. knew knowledge acquired in the DDP. I started my apartment renovation. -Publish -Publish -Anchored -Rauxa/Sens -Fast Feet Play -Fast Feet Play -Fast Feet Play -Anchored -Fast Feet Play -Fast Feet Play -Diversification 29 days of design and teaching practice Tuesday, JAN Wednesday, JAN 13: Meeting with Dean, Chair and professor concerning university exhibition. Chair starts saying “we Thursday, JAN 14: Starting last stage of Friday JAN 15: 12: Morning need decorative stuff you guys do. I mean no offenses”. I asked at the end of the meeting about Haiti and the University role. Pharmacist web site. Having difficulty going Recieved email meeting with Dean, I wrote that afternoon an email about it to tutor who did not know about Haiti disaster : “I spoke with Chair at the university, back to routine, and directing designer. Register from student discussed Executive but beside first aids and stuff -that is what they need now- could not answer me about setting up a creative task of faculty in Achitecture for Humanity. Used our studio requesting a Summary and the and student to consider long term solutions The reason is that the city is flat now, including hospital, hotel, and government Facebook page to call for designers help for Haiti. meeting with School mission and buildings, if because there is no urban planing, they are poor so people built with what they can, and plus political instability. Send emails to Argentines. A.M send me an official other students, goals. At 4:53 of So I spoke to A.M. [arquitect] to contact his university Chair, and his international contacts, to see what we can work out. respond from the American Institute of Architect, the Dean the afternoon a 7.3 Some much for innovation, design thinking..responsibility. ‘Is all about the money, is things get done or not’ the Chair said to were he is fellow. I do research and stumble with a and myself earthquake hit Haiti. me this morning; with echoes last module marketing class tutor, and I think last faculty member, that evaluate my first IPA. local chapter of Architecture of Humanity run by an in references That’s hard to swallowed when you have piles of bodies in the street. This are the moment that I have to agreed with J [other architect that I know. I contact him. New business to failures in 1.3 Initial Inquiry tutor], yes, I’ll be categorical. (stubborn).” in a editorial assignment taking a down turn. classes. -Anchored -Anchored -Rauxa/Sens -Other: No -Other: No The researcher decided that she was going to use the tools as Saturday, JAN 16: New Monday, Tuesday, JAN 19: Bump into Wednesday, JAN 20 Friday, JAN Wednesday, JAN 27 New Chair take away Thursday, Friday, JAN 29 A friend of business in a editorial JAN 18: new Museum director on campus Meeting with A.M 22: Contract is the whole year budget from the University’s JAN 28 mine from Trinidad and Tobago assignment went down. Tutor notified who expressed interest in picking about logistic of putting signed and it Museum and force them to cancel activities. José Ramón refer us to a friend of her for an Although enthusiatic about me that IPA up the dinnerware exhibition. together a group of send to Chair I make moves and send message thru the de la Torre illustration job at Boston. We our services they prefer approved. Meeting with student. “If I diverse design students. at University grapevines to possible new University’s gets elected engage immediately. Unethical advertinsing agency. Bump learned why I do not have a good He wants to handled of Puerto Rico President, José Ramón de la Torre who I have as the new photos by Puertorrican doctors in with A.M.’s Dean on bakery, grade?”Issue resolve by reflection. outside his university to for the Museum meet in a design job before about what was president of the Haiti gets published at Facebook. spoke to him about Haití, did Dean informed me she added new avoid political noise. job. Day before going on with the Museum. We realized that University of There is a public outcry. not get much reaction. Industrial Designer professor to the started classes. we have lost all new business. We went for Puerto Rico. Haiti project. She gives me the “go dinner. TOOLS ahead”. RESILIENT -Anchored -Stealth mode -Diversification -Rauxa/Sens -Stealth mode -At hand -Rauxa/Sens -Fast Feet Play Mari Mater O’Neill, her initial inquiry, because she was skeptical as to whether 2010 The First Stage Method- PP.41-44 , she was actually using those tools in similar situations and, Portfolio of Evidence. although she recognized them, she wondered if she was The researcher did illustrate rationalizing in a simplistic way on how to handle difficult monthly timelines and registers contexts in her practices. So the first question of this (registro in Spanish) based on research was: Do the tools exist? Lewin’s Action Research (1946) and Schön’s Reflective Practice (1983). They are presented in this section, 1.4 FIRST STAGE OF RESEARCH: Approaches, Purpose together with an explanation of and Initial Questions: Resilience Theory how these recording systems were In an effort to study the tools she used to practise under used and the findings of adversity, the researcher identified the Resilience Theory observations of the tools within (refer to section with same name in this Supportive a seven-month period (2009 Document, p.39, and Resilience Theory & the RTRP Tools in to 2010). the Portfolio of Evidence, pp.26-34), which explains how certain individuals thrive or resist succumbing to the impact of negative events. The researcher adapted Carver’s model (refer to Appendices in the Portfolio of Evidence, p.248), ‘Response to Adversity: The Domain of Possibilities’ (Carver, 1998), to evaluate the effectiveness of the tools. This is the level of efficacy of the tools when handling adversity in real time to achieve positive outcomes. There are four levels: 26 Professional Doctorate  4) Thriving: New knowledge and improvement in one or all areas: practices, economy and emotion. 3) Resilience - Recovery in all areas. 2) Survival with impairment - Damage in one or no more than two areas. NOTES 1) Succumbing - Burnout, emotional exhaustion, Conference & Journal Paper- depersonalization and decrease in self-efficacy. PP.136-153, Portfolio of Evidence. For Postmodern and Painting theories in relation to the RTRP design model, The researcher's tools were grouped using Polk's (1997) refer to Quick Recovery in the Design four resilience behaviour patterns which are: Philosophical Praxis: Formless Operations from the (User’s world view), Dispositional (User’s self-worth), Field . This paper was submitted to the Situational (User’s problem-solving skills) and Relational 6th International Conference on Design (User’s roles in society). For further in-depth discussion, Principles and Practices, University of refer to the Portfolio of Evidence, p.26. California, Los Angeles, USA, 20-22 January, 2012. It was published, in the The International Journal of Design in This initial inquiry into resilience gave rise to an expanded Society, Common Ground Publishing, range of questions that constituted the core questions of this Volume 6, Champaign, IL, 2013. research: Is there a resilient model...? If it exists, can it be taught? QUICK REFERENCE Initially the researcher used the refective methodologies of Lewin's Action Research (1946) and Schön’s Reflective Practice (1983) (subsequently identified as AR and RP) to monitor her use of the tools and see if she was really using them, how often and - in what manner. She chose Action Research and Reflective Practice because they Research Context- PP.112-113 , are introspective methodologies that allowed her to Portfolio of Evidence. Researcher’s diagram and paper, be the subject of the study. She was acquainted with based on postcolonial theory, was these methodologies through the Professional Doctorate written to summarize theories and Programme. She designed a database registry system reflect on current events during (registro) to record her design practice activities (refer to the research period of 2009 to section The First Stage Method in the Portfolio of Evidence, 2010. This was done in order to pp.38-55). During this period a new tool emerged, Script (in understand those negative events the Portfolio of Evidence, p.45). that caused her to succumb during 9) Script - Involves following the designed plans in her Action Research and Reflective Practice stage. a situation of low-level stress with the purpose of Supportive Document 27 QUICK REFERENCE avoiding burnout and blockages of effective decision- making when high-level stress is experienced. 1.5 APPROACHES: Interviews It should be noted that structured interviews were carried out with other designers locally and in Argentina concerning the researcher's tools and her resilience methods (Portfolio of Research Context- PP.116-134, Evidence, p.55 and p.159). Portfolio of Evidence. Graffiti by the researcher on the front exterior wall of her house: 1.6 APPROACHES: Case Studies ‘What’s on your mind? That the Two main case studies were done in this initial stage: country collapsed. That the social Cátedra Haití, an educational platform, and Hotel Excelsior’s pact is broken’, September 1, 2010 Typography Project. The latter is included in the Portfolio of (Photo by researcher). Photo as Evidence, in the section Resilience Toolbox In Use #1 (pp.56- part of the unpublished paper 81). The tools are discussed as they come up in the design Decolonized Methodologies from the solution in order to tackle the adverse political situation in a Design Research Field. This paper typographic design project (2009). Another case study that explores how postcolonial methods have been playing a part in design evidences a political stressor is Resilience Toolbox In Use #2 practice and research as well as (pp.104-109), concerning a design exhibition project (2009). in its pedagogical methodology. A discussion of the research 1.7 FINDINGS & CHANGE OF APPROACH: Succumbing methodology is presented: 1) After seven months, the researcher succumbs (fails to Limitations of Kurt Lewin’s Action resist stressor effects causing her emotional exhaustion, Research (1946) and Donald Schön’s depersonalization and decrease in self-efficacy) and stops her Reflective Practice (1983); and research completely. To her surprise, although her chosen 2) Empowerment under an open transdiciplinary research that research methods identified important findings, they led her consisted of a Systematization of to succumb. Experience workshop including Participatory Design and AR and RP are introspective methodologies. They lack tools Fal Borda’s Participatory Action that allow practitioners to change their context when they Research (1977). Paper was become aware of their stressors. They promote isolation submitted to the Latin American from peers as they encourage the idea of the practitioner as Research Review, University of problematic (a ‘loose cannon’) (Supportive Document, p.59). Pittsburg Press and was declined because it was too specialized They also promote tunnel vision (Portfolio of Evidence, (Oxhorn, 2012). p.116). Further clarifications of the role and benefits of AR and RP and the researcher’s decision to adopt the Systematization of Experience approach with participatory 28 Professional Doctorate  research and design is discussed in Section 4 of the Supportive Document (p.50). 1.8 Findings • The tools exist in relation to each other as a toolbox (refer to the Portfolio of Evidence, pp.40-54). They are not effective when used individually; even though they might solve the problem at hand in a particular instance, they do not generate resilience when used individually (refer to the Portfolio of Evidence, p.174,p.217). The toolbox is a NOTES metaphor for the nine tools as a system-thinking mindset. The RTRP promotes strategies for resilience and thriving against the When used as a system (based on the four resilience effects of social, political, economic behaviour patterns, refer to the Portfolio of Evidence, or a combination of stressors p.26), they do produce insights that allow consciously experienced by the designer. The repeated use in high-order thinking (analyzing, medical term “stressor” is defined as evaluating and creating). A quick example: using only a real or perceived threat that causes the Situational set would give the user real-time problem- physiological effects like the release solving skills. If the same set is used in combination with of adrenaline to defend oneself or the Dispositional set, it will add “staying in focus” skills to flee (Fight/Flight Response). The designer just needs to ‘perceive (focus on the main plan; the user’s macro-level objectives). [that] demands exceed resources’ In-depth description of their interrelationship and how (Salas, Driskell, and Hughs, 1996, they are grouped can be found in two sections in the cited in Kowalski, Vaught, and Scharf, Portfolio of Evidence: The Resilience Theory and the RTRP 2003) to activate his or her inner Tools, pp.26-34, and The Resilience RTRP Toolbox Process, alarm system. Adapting successfully pp.92-103. under duress ‘is dependent upon an • The research methodology has to be contextualized. individual‘s perception’ (Gillis, 1993, The researcher’s error was to not recognize that cited in Kowalski, Vaught, and Scharf, 2003) of the adverse event, because research methodologies are not ideologically free. In ‘it is the perceived experience of her context this was devastating, because her stressor stress that an individual reacts to’ is political. Her own tools, specifically Rauxa/Seny, (Kowalski, Vaught, and Scharf, 2003) Anchored and Diversification, allowed her to identify the that might affect unfavorably the Systematization of Experience, a Latin American version decision-making behaviour. This of Participatory Action Research. This research method, research is focused on uncovering and chosen for the second stage, enabled the researcher to improving the designers’ and design thrive. educators’ fast decision-making processes under persistent duress in a • There are extensive relationships between the RTRP limited time. toolbox and the Resilience Theory. The researcher will Supportive Document 29  return to this point in detail in Section 2. Resilience Theory in this Supportive Document, p.38. One of the findings of the initial stage was that the researcher’s political context negatively affected her practices. In order to explain her context, because this is a practice- based research, she consulted Postcolonial theories as part of her literature review. For all findings, refer to section First Stage: Effects on Researcher’s Practice (Portfolio of Evidence, pp.160-161). SECOND STAGE OF RESEARCH: Same Context and New Questions 1.9 RATIONALE: Contextualized Research Methods ‘Qualitative research is a situated activity’ (Denzin and Lincoln, 2003, p.4) . The researcher is a peripheral designer and educator (living in a Third World country (a term coined by Gui Bonsiepe); she lives in a territory belonging to, but not part of, the United States (President’s Task Force on Puerto Rico’s Status, 2011). In her research, she later came to an understanding of the appropriate research methods for her context: the Systematization of Experience (refer to second stage research diagram, Portfolio of Evidence, p.21), a methodology used in Latin America since the 1960s. Reflections on the role of contemporary qualitative research have been explored in Social Science practices: ‘Rapid social change and the resulting diversification of life worlds are increasingly confronting social researchers with new social contexts and perspectives...traditional deductive methodologies...are failing...thus research is increasingly forced to make use of inductive strategies instead of starting from theories and testing them... knowledge and practice are studied as local [italic by authors] knowledge and practice’ (Flick, 2002, cited in Denzin and Lincoln, 2003, p.15). 30 Professional Doctorate  Authors Denzin and Lincoln reflect on the role of the researcher: ‘...theory, analysis, ontology, epistemology, and methodology. Behind these terms stands the personal biography of the researcher, who speaks from a particular class, gender, racial, cultural, and ethnic community perspective. The gendered, multiculturally situated researcher approaches the world with a set of ideas, QUICK REFERENCE a framework (theory, ontology) that specifies a set of questions (epistemology) that he or she then examines in specific ways (methodology, analysis) [...] Every researcher speaks from within a distinct interpretive community that configures, in its special way, the multicultural, gendered components of the research act’ (Denzin and Lincoln, 2003, p.28). Systematization Workshop- PP.166-184, Portfolio of Evidence. 1.10 Systematization as Research Method for the These photos document the Second Stage Systematization workshop that Having a political mindset, the researcher used the Anchored uses Borda’s Participatory Action Research (1977) and Participatory tool (looking for a similar context in her region), and the Design. In this workshop the RTRP Diversification tool (she chose the Latin American Literary toolbox was used by participants and Boom, since this movement used a creative approach in they designed a paper prototype. response to chaotic events in a non-linear way). She looked The researcher chose Beta-Local for chronological parallels in the Social Sciences in the (betalocal.org), a local non-profit region and identified the political thinking of educators and post-academic study and artistic sociologists such as Ivan Illich, Paulo Freire and Fal Borda. production programme. Beta Local’s Their literature led her to the method of Systematization principles are based on the ideas of Ivan Illich, therefore the political of Experience. This framework addresses issues of ethics space is acknowledged in the creative concerning Reflective Practice and Action Research (for more practices of their stakeholders. in-depth discussion, refer to Section 4 of this Supportive The researcher invited Architect Document Second Stage: Research Methodology, on p.50). Andrés Mignucci, to collaborate as an assistant Systematization guide, The researcher realized that the way in which to conduct while she was the main responsible her inquiry and design the resilience toolbox needed to be guide. The workshop consisted of coherent (thinking and actions). As concluded in her paper eight sessions, for a total of 18 contact hours, with nine participants (refer to Decolonized Methodologies from the Design Research Field p.74 in this Supportive Document). (Portfolio of Evidence, p.116): 'The methods employed in the Supportive Document 31  data collection and analysis of the RTRP research, as well as the theories that inform them, had to build a decolonized epistemological and ontological foundation within the researcher’s colonized context’. Thus, the research became openly transdiciplinary (September 2010 to March 2012) through a Systematization workshop that included Participatory Design and Borda’s Participatory Action Research (1977). The researcher appropriated Systematization to make it QUICK REFERENCE design-relevant. In the Systematization workshop, the users designed the RTRP toolbox (February, 2011). This process also allowed users to further apply the tools. The description of the Systematization workshop can be found in this Supportive Document in Section 5, p.74. In the Portfolio of Evidence, photos can be found on pp.166-184, the transcript The Real-Time Response Planning of the video in the Appendices, pp.255-373, and a 90-minute Model- P.83, Portfolio of Evidence. video is included in a DVD. During the Systematization workshop, the RTRP model gradually 1.11 RESULTS: Thriving: The Effects of the Paradigm Shift became more comprehensible thanks Because Systematization is a contextually-driven method to the process of articulating the that includes a political framework, it drove the researcher tools used with participants. The model is a spiral problem-solving to thrive. Also, the RTRP model became better expressed process that feeds and self-feeds on and intelligible, because the researcher needed to articulate two resilience patterns: Philosophical to others her resilience methodology (Portfolio of Evidence, and Dispositional (Polk, 1997). It has p.83). four repeatable steps: 1. Analysis - Grasp the Adversity The Systematization approach allowed collaboration and 2. Strategy - Choose the Tools participation among all participants, and this included 3. Act- Method (Tools in order of ethical considerations about who owned the new knowledge importance) 4. Learn - Observe and how it is shared. Safeguards (verbal confidentiality agreements prohibiting references to people outside the workshop by name) were put in place in order to avoid lack of confidentiality (participants were under stressors). Also, the methodology allowed the negotiation of the different knowledge the participants had. Both participants 32 Professional Doctorate  and researcher were able to handle new knowledge about their context while tackling their stressors. By using the Participatory Design method, the RTRP toolbox was articulated through a paper prototype and this was the starting point in enabling others to learn and use the tools. (Portfolio of Evidence, pp.176-183). The last step of Systematization is to disseminate the lessons to others, therefore, both Volume I and II of the Doctoral Research, just as the “Bounce & Design” toolbox, is the act of Publishing of the Systematization’s last step. QUICK REFERENCE 1.12 APPROACHES: Corroboration, Additional Case Studies Two additional case studies were done during the second stage, both in 2011: ‘Film Director’, a Web and Mobile App project (Portfolio of Evidence, pp.194-197) and ‘Doctor’s Office’, the initial stage of a complex project that involves The Resilience RTRP intensive design-led research, environmental graphics and Toolbox Process- participatory design (Portfolio of Evidence, pp.198-203). PP. 92-103, Portfolio of Evidence. These two case studies added a deeper understanding of the An explanation of how the tools RTRP toolbox operation in the researcher’s design practice interact with each other and their (with clients and assistant designer). effects. 1.13 APPROACHES: User Testing, Comparison and Peer Review Period User testing (p.187), comparison of the RTRP working prototype with IDEO’s Social Impact Guide (p.204), and peer review (p.222) were done after the Systematization workshop (all page references correspond to the Portfolio of Evidence). User testing was done twice in 2011 and the comparison was conducted between January and February 2012. During this period, the RTRP process was refined, adjusted and articulated more effectively. The researcher made two findings: 1) that the outcome was repeatable in order to achieve resilience, using the established sequence of application for the tools (more details in Section 5, p.72, Supportive Document 33  with the participants in the Systematization Workshop and in Section 6, p.98, in this Supportive Document with the corresponding evidence), and 2) that there were different levels of maturity (learning skills for strategic thinking). The levels were based on Carver‘s model (1998). These are: LEVEL 2- Situational toolset process: surviving with impairment. LEVEL 3 - Situational & Dispositional toolset process: resilience. LEVEL 4- Situational, Dispositional & Relational toolset process: thriving. NOTES Carver’s LEVEL 1, succumbing, is not considered here The RTRP spiral model consists of nine tools that are organized into given that it goes against the purpose of the resilience four sets based on the resilience tools. Description of the above points can be found in The behaviour theory (Polk, 1997). The Resilience RTRP Toolbox Process, Portfolio of Evidence, terms used are Polk’s: Situational, pp.92-103. Dispositional, Relational and Philosophical. Three sessions of peer reviews were organized by the researcher to present the research Developing Methods of Resilience for Design Practice to a multi-disciplinary mix of professors and professionals (March 2012). They were educators from New York City, United States; architects from the School of Architecture, Polytechnic University of Puerto Rico; and psychologists from the Psychology Department, School of Social Science, University of Puerto Rico. One of the findings from the Peer Review concerned the role of the Intertextuality tool. They all agreed it to be a key element in the innovation of the RTRP toolbox. This supports the researcher’s first-stage findings. From this experience the researcher was motivated to identify resilience models in other fields to be used by practitioners. She reviewed models that were intended for nursing and firefighter managers as well as a model that promotes resilience in children in their educational life (refer to 6.4 Presenting Research to Others in this Supportive Document, p.106). 34 Professional Doctorate  Some of the findings of the second part were: • There are appropriate methodologies for the researcher’s context. Systematization comes from the Social Sciences, and the researcher made it relevant to design practice (refer to p.63 in this Supportive Document). Systematization was therefore adapted to be a Latin American contribution in resilience methods for design research under stressors. Systematization produces resilience because it is structured for empowerment. • RTRP is a four-step spiral model that enables the user to make strategic resilient decisions in real-time NOTES or to thrive under long-term adverse events caused by This research is not about generating new knowledge on Postmodern, stressors (refer to p.111 in this Supportive Document). Postcolonialism or Social Science This model is designer-centred, as opposed to user- theories. This study is concerned only centred, helping designers to deal with stressors that with the design of a resilience model are sources of professional and personal adversity. as a method to be effectively resilient or to enable the user to thrive under For all findings, refer to section Second Stage: Effects on long-term adverse events caused Researcher’s Practice (in the Portfolio of Evidence, pp.236- by stressors. 237). QUICK REFERENCE RESEARCH ONTOLOGY & EPISTEMOLOGY: Related Theories and the Research Sub Questions- PP.23-25, Portfolio of Evidence. Diagrams of the final research questions and subquestions. These were asked during different stages of the inquiry. The answers became clear after the second stage. Supportive Document 35  SECTION 2 RESILIENCE THEORY The researcher is engaged in design and teaching practices at a micro level in an adverse context (Puerto Rico), and in this research has documented and illustrated how she used the Real-Time Response Planning (RTRP) tools as a method. During the first stage of the research, in which the researcher was both researcher and subject of her study, she considered both subjective and objective aspects; the subjective by referring to those phenomenological experiences that affect her practices in an adverse context where she lives, and the objective by examining measurable and observable patterns of the tools within the RTRP. The development of the tools pre-existed her understanding of Resilience Theory. RTRP emerged from the researcher practice, and then it was informed by the Resilience Theory. The researcher did not consider the Evolutionary Theory because resilience is a learned behaviour and not a result of genetics. Neither did she investigate Collaboration theories (refer to glossary, p.120),because although this is related to her research, her focus was on the designer’s perception of stressors and how to tackle them without losing focus. During the research period (from 2009 to 2012) the researcher was not aware of the emerging field of Design Anthropology which promotes the understanding of design objects in the social, cultural and political domain based on ethnographic data and analytical skills. As such, further research is needed on how Design Anthropology approaches can be used to explore the 36 Professional Doctorate NEW QUESTIONS: Is there a researcher’s cross-cultural awareness and how it can help theoretical framework on improve the RTRP design articulation. resilience? 2.1 Definition of Resilience If such theoretical ‘The emergence of resilience theory is associated with a framework exits, reduction in emphasis on pathology and an increase in how does the emphasis on strengths (Rak & Patterson, 1996)’ (VanBreda, researcher’s 2001, p.1). Resilience theories, used in Social Sciences, show resilient tools how people survive, cope and sometimes surprisingly thrive relate to it? when they are in crisis situations. These theories originally Can resilience be started in the 1930s as a social study of children and families taught or are you who lived with adversities caused by the Great Depression. born with it? These same studies led to some conclusions and definitions, but the ones pertinent to this research are: Is there any • ‘Resilience means the skills, abilities, knowledge, literature and insight that accumulate over time as people concerning struggle to surmount adversity and meet challenges. It designers and resilience? is an ongoing and developing fund of energy and skill that can be used in current struggles (Garmezy, 1994)’ (Saleebey, 1996, p. 298). NEW MOTIVATION: • ‘[Resilience is] the capacity for successful adaptation, Understand how positive functioning or competence […] despite high- people thrive under risk status, chronic stress, or following prolonged or adversity. severe trauma (Egeland, Carlson, & Sroufe, 1993, in Sonn & Fisher, 1998, p. 458)’ (VanBreda, 2001, p.5). Supportive Document 37 CLARIFICATION In peripheral countries where national economic and social According to a 2013 comparative political adversity is a constant, resilience in the design study using secondary research of practice might become a tactic itself (refer to Haitian architect the Creative Industries in Puerto Rico, in 2011 there were 18 Voltaire's statement in next section 2.2 in this Supportive businesses offering Interior Design Document). Having a stable enviroment allows designers to services; 12 businesses offering take more risks and persist until they achieve their goal. It Industrial Design; 36 businesses offering Graphic Design; and 16 is important to note that the recent economic collapse due to offering Landscape Architecture the global economic crisis in countries like Iceland, Spain, (Hernández Acosta, 2013, p.73). Greece and Ireland, may have left many designers powerless, It should be noted that these lacking the instruments to operate, just like designers in are not conclusive statistics, and not general statistics, since they an unstable peripheral environment. Kristos, a 47-year-old are grouped according to service graphic designer from Greece that had been unemployed industry. Therefor, a business for three years at the time of the interview (2010) stated: classed under the Graphic Design category may also include digital 'From 1980 to 2005 there were good times for my line of printing companies that offer basic work. Then, starting in 2006, things got harder. Now, graphic design service for postcards I’m told to work without insurance and to accept flexible or flyers. It does not mean graphic working times, and I have to pay into a new insurance fund. design firms. This confusion does not affect Architecture and Interior I was working for €24,000 a year before, now I get €250 a Design, since by law, they have month [€3,000 a year]. I live on support from my family [...] to be certified by each State’s Official unemployment figures are artificial. The Union of regulations. According to the study, in 2007 there were 158 Architectural Graphic Designers thinks the number of unemployed is over firms and 36 Interior Design firms. 1 million' (Lantier, 2010). Designers in an adverse national In 2011, there were 115 and 18 context can find their efforts and education easily derailed firms, respectively. Regardless of the (refer to the clarification text in the left-hand column). unclear definitions, most categories like Internet-based businesses, Landscape Architecture, Industrial The researcher could not identify literature that dealt with Design and Graphic Design had resilience theory in the specific context of designers. Clearly, declined by 2011. The exception was Software Engineering companies there is a need to articulate alternative design methods and that grew slightly from 10 to 12 tools with which we can build resilience against hardship and businesses. Also, business volumes adversity, as well as instruments of design. This resilience- for 2007-2011 reflect between based approach for designers involves the contextualized -22% and -66% except Internet- based volume, which had growth feedback and development of procedural situated knowledge, of 200%, that is, $4.5 million. It using design methods of storing and managing data and a should be noted that this group also problem-based method-combination process (a combination includes Internet providers statistics (Hernández Acosta, 2013, pp.73- of both collaborative and self-learning strategies). Jacques 74). Therefore, although there is a Ranciere’s claim: ‘An individual must learn something lack of accurate statistics for design without any means of having it explained to him’ (1991 p. 16) practice, the economic damage to the local industries is clear. 38 Professional Doctorate  has echoes of Schön’s ‘reflective practice’ and Paulo Freire’s ‘empowerment to the oppressed’ ideas, but raises questions about spontaneous self-awareness in a non-emancipatory context (such as the researcher’s) that have been addressed in the postcolonial paper Decolonized Methodologies from the Design Research Field (Portfolio of Evidence, p.116). This postcolonial paper discussed in depth the researcher's QUICK REFERENCE political stressors. The conclusions of the paper are that postcolonial methods and theories have been playing a large role in design practice and its education, as well as in design research. There is a need for methodologies that prompt user empowerment in design practice (particularly in the context of adversity). RESILIENCE THEORY & THE RTRP’S 2.2 Resilience and Thriving TOOLS- PP.26-34, Portfolio In a conference organized by the American Institute of of Evidence. Architects, at Centro de Puerto Rico, architecture students How the researcher adapted Carver’s were shown a component of one of the researcher’s case model (1998) to the RTRP’s toolbox is explained. The effectiveness of studies, the one which involved Haiti’s reconstruction after the tools is evaluated by their level the 2010 earthquake. During this conference, Leslie Voltaire, of efficacy when handling adversity a Haitian architect, said: “In countries like ours, there is in real time to achieve positive nothing provisional; what is provisional is permanent.” It outcomes. The four levels are: struck the researcher as true, the fact that the crisis on her 1. Succumb island is not a temporary condition; it is what the Puerto 2. Survival with impairment Rican society has evolved into. In a conference that the 3. Resilience (recovery, researcher presented Encuentro del proyecto inter-multi- surmount adversity and meet challenges in a positive disciplinario Arte, ¿dónde y para quién?, Inter-acciones functioning) creativas 2010, (Meeting of inter-multi-disciplinary Art Project, 4. Thriving (new skills and Where and for Whom?, Creative Inter-actions, Centro de knowledge) Estudios Avanzados, 2010), she related this story to fellow professors of the University of Puerto Rico. At that time, the This forms the basis of the critical institution was involved in a student strike that had escalated approach to this research. to the point where the police force had occupied the campus. Unexpectedly, the audience’s reaction was one of relief when For Carver’s model, ‘Response to Adversity: the Domain of they realized that crisis was a permanent condition. Most Possibilities’, refer to Appendices in resilience theory studies describe circumstances that cannot the Portfolio of Evidence, p.248. be changed, so the individual focuses his or her energies in Supportive Document 39  coping with the situation and its aftermath, in the same way that the researcher’s colleagues reacted to Voltaire’s story. According to Carver (1998), thriving is the most sophisticated way of the four possible ways in which a person responds to adversity; resilience (recovery) is the third; the second level is survival with impairment and the first is to succumb. The researcher used Carver’s model ‘Responses to Adversity: CLARIFICATION the Domain of Possibilities’ (1998) as criteria to evaluate the L NA m sol ving RE effectiveness of the RTRP toolbox in achieving resilience and IO le AT rob us LA s rol e sp thriving. U AT HAND TIO es i SIT r’ ’ er NA n soc us STEALTH MODE L FAST FEET PLAY iety DIVERSIFICATION INTERTEXTUALITY RAUXA/SENY ANCHORED Resilience must not be confused with thriving; this latter PUBLISH SCRIPT th use ILOS L SIT fwor P NA r ’s H el IO wo P is defined as: ‘acquisition of new skills and knowledge […] s d r’s e rl H I vie w us O PO CA S L DI DIAGRAM OF RTRP’S TOOLS SETS- of new confidence or a sense of mastery, and enhanced P.86, Portfolio of Evidence. interpersonal relationships’ (Carver, 1998). The tools are divided into four It should be pointed out that there is no such thing as a sets (refer to Resilience Theory & resilient person. Resilience is not an inherited characteristic the RTRP’s Tools in the Portfolio of Evidence, pp.26-34). They are and it is not constantly present in a person’s lifetime. It is based on Polk’s resilience patterns more like a behaviour or life configuration of an individual behaviour (1997) which are: that maintains a ‘pattern of positive adaptation in the context of significant risk or adversity’ (Masten & Powell, 2003). 1.Philosophical (User’s world view) While the environment and context will influence a person’s ‘Individual’s world-view or life capacity to be resilient, their personality and world view paradigm, belief that positive can also enable some individuals to prove themselves more meaning can be found in all resilient than others. Resilience is in the user’s behaviour; the experiences, the belief that self- development is important, the belief RTRP toolbox process guides designers’ behaviour in a way that life is purposeful’(Polk, 1997 that feeds, and self-feeds on two of Polk‘s resilience patterns cited in Van Breda, 2001, pp.5-6). (1977): Philosophical and Dispositional. That is, coherence of the user’s world-view with his/her sense of self-worth. Each of the tools has attributes or traits informed by the Resilience Theory. These traits are positive outcomes for resilience behaviour. Some of the tools share the same traits. 40 Professional Doctorate  The Self-Efficacy trait (a sense of mission), a tool trait from the Dispositional resilience pattern, is fed by Stamina (insightfulness and endurance) and Personal Causation (belief in final goals), traits from the Philosophical resilience pattern. (For definitions of all the tools traits, refer to the Portfolio of Evidence, pp. 28-30). Then, Self-Efficacy feeds the Locus of Control (sense of 2. Dispositional (User’s self-worth) control is within oneself) and Sense of Coherence (a personal ‘Physical and ego-related psychosocial compass), also traits from the Dispositional resilience pattern. attributes provide a sense of autonomy These latest two feed back to Stamina and Personal Causation or self-reliance, a sense of basic self- (refer to section The Real-Time Response Planning Model, worth, good physical health and good in the Portfolio of Evidence, pp.82-91). physical appearance’ (Polk, 1997 cited in Van Breda, 2001, pp.5-6). There exists a construction for resilience and thriving: 3. Situational (User’s problem ‘such as hardiness, coping and a sense of coherence; solving skills) Involves an individual cognitive resources such as accurate threat appraisal, resolving a stressful situation, self-efficacy and perceived personal risk; the ability to through creative and critical attribute and mould the meaning attached to life events; methods. This can include an social support systems; and social processes or rituals individual’s problem-solving ability, which facilitate transitions in life’ (O’Leary, 1998 cited in the ability to evaluate situations and Van Breda, 2001, pp.39-40). responses, and the capacity to take action in response to a situation’ (Polk, 1997 cited in Van Breda, 2001, In the second stage of the research, there is an indication pp.5-6). that the use of all tool sets, especially Intertextuality, might be the gate not only to thriving in adverse situations, but 4. Relational (User’s roles in society) also to innovation opportunities in design practice (refer ‘Individual’s roles in society and his/her to RTRP process flow charts, in the Portfolio of Evidence, relationships with others. These roles pp.98-102). That is because Intertextuality is a tool that and relationships can range from close allows collaboration with different people and the sharing of and intimate relationships to those with the broader societal system’ (Polk, different knowledge. 1997 cited in Van Breda, 2001, pp.5-6). Therefore, starting off from this construction, the researcher found a connection between the RTRP tools and managing a crisis by identifying a procedure that specifically deals with the act of designing and teaching in a hostile and adverse environment. All this indicated in the early phases Supportive Document 41  of the research, informed by the Resilience Theory, that a resilience-in-design model for peripheral designers was possible, and that it could be taught (possible to articulate to others, whether peripheral or not). According to the American Psychological Association (APA, 2010), resilience can be learned and there are ten steps to follow, so the teaching of procedural knowledge to other designers and design students can be improved through: • Making connections (component of some of the researcher’s tools, such as Publishing and Intertextuality) • Helping others (component of the Anchored Tool) • Daily routine (component of the Script Tool) • Taking a break (component of the Rauxa/Seny Tool) • Move toward your goals (component of the Anchored and Fast Feet Play Tools) • Positive self-view (component of the Anchored Tool) • Hopeful and realistic outlook (component of the Anchored and At Hand Tools) • Self-discovery (component of the Rauxa/Seny Tool) • Change is part of living (component of the Rauxa/ Seny Tool) The RTRP Toolbox is an artefact that helps the user to think strategically under stressors (refer to tables 1 and 3, in the Portfolio of Evidence pp.174-175). Thus, it affects the user’s behaviour and perception by learning to have resilience. It also affects favorably the decision-making process, because the user perceives what once were threats as manageable situations; therefore, it short-circuits the stressor (a physiological effect). Users then can accomplish their task successfully. 2.3 Conclusions The following conclusions were drawn from this review of resilience and reflection upon the application of the 42 Professional Doctorate  researcher’s RTRP tools within her commercial and educational design practices: • The tools fall into Polk’s four resilience patterns of behavior (1997) . He named them as: Philosophical, QUICK REFERENCE Dispositional, Situational and Relational. In the same order as listed, their definitions can be summarized as follows: user’s world-view, user’s self-worth, user’s problem-solving skills and user’s roles in society. (Diagram in the Portfolio of Evidence, p.86). • Resilience and Thriving can be taught as a method according to the Resilience Theory. DIAGRAM OF RTRP’S TOOLS CORE • There are extensive relationships between the RTRP FUNCTION- P.84, Portfolio toolbox and the Resilience Theory that have enabled of Evidence. All the tools re-grouped under one the identification of the structure, the way the tools tool (top diagram): Rauxa/Seny work together and their traits. (DRIVER: Stamina and Personal • There is a Social Science model (Carver, 1998) to Causation), followed, in importance, evaluate the effectiveness of the RTRP tools’ functions by the Anchored tool (FOCUS: Locus in adverse events. The researcher used this Resilience- of Control, Self-Efficacy and Sense of based evaluator model as evaluation criteria. This Coherence). Because of past learned forms the basis of the critical approach to this experiences with the RTRP tools, research. there is a will to continue (Stamina) due to a strong sense of Self-efficacy, which is driven by an inner control of destiny that helps accepts errors and wandering as part of the process. Supportive Document 43  SECTION 3 SUCCUMBING 3.1 Background for Research Paradigm Shift The researcher needed to frame her methodology to show what it’s like to work in the context of her island, which is subject to insularism and isolation, high levels of corruption, political branding that often ends in political persecution, lack of resources, lack of access to some advanced technologies and production methods, and lack of adequate budgets. It was the day to day experience of all this that prompted the researcher to develop ways of coping, which became the nine tools within her systematic design procedure, some of which are shared across different yet related design practice work. In listening to her colleagues’ experiences and questions, and in her own reflection and self-study, the researcher’s procedural memory was evident (refer to Glossary, p.125). This was anticipated to inform the researcher’s teaching, art and business practices. What the researcher was specifically interested in were the existing design models related to the tools that she had been using during her practice. Although informative, the existing design models did not deal specifically with the act of designing in a hostile environment that was designer-centred. The one model that the researcher related 44 Professional Doctorate  to most was Barry Boehm’s spiral model (1988) of software NEW QUESTIONS: development; because of its focus on risk evaluation and What good is it reduction, it was closer to the set of actions that were taken to know if you’re to correspond with the researcher’s tools. Another model unable to change? that approached risk evaluation and reduction was Robert Were Lewin and Cooper’s Stage and Gate model (1988). The Stage and Gate Schön aware of their model is generally used in product development. It shares political dissonance with Boehm’s model an iterative process. In Stage and Gate, in their method? the effectiveness at each stage is evaluated by members of the development team. They work as gatekeepers, that is, Is there an RP and the team makes a decision to continue or close the project AR version that at each stage. What is very different from Boehm’s model acknowledges the is the insertion of a business plan in the initial stage. This political factor? framework makes the Stage and Gate model less flexible than Boehm’s model, because there is less exploration given its NEW MOTIVATION: attachment to the capitalist market. Stage and Gate is more a Look closer to home sequential step-by-step model that does not support radical for answers. The changes of previous decisions. Boehm’s spiral model is more power of situated compatible with messy processes. However, both models share knowledge. the trait that (learned) resources increase gradually as the ideas demonstrate their value. Nevertheless, what was required in the researcher’s inquiry was a design model/process ‘of’, instead of ‘for’, peripheral designers. It is a model/process of peripheral design, because Supportive Document 45  it is designed and used by a researcher that is a peripheral designer, although it is for all designers worldwide going through political, economic, social or/and a combination of stressors. This act of a distinction of locality, is an act of empowerment, as situated knowledge. Previously, the researcher was planning long stable strategies in an environment that did not foster such activity because her society is in constant turmoil, and it is not a temporary social political situation. This raised the question - How can designers have a sense of future when they cannot plan? 3.2 How the RTRP Tools Helped the Researcher to Achieve a Paradigm Shift in Her Research The researcher made her last registro in September 2010. By then she had made her last entry on her house’s street wall. This was an act of Publishing, as a way to move out the registro to the public arena (refer to The Writing on the Intertextual Wall, in the paper Decolonized Methodologies from the Design Research Field in the Portfolio of Evidence, p.130). Then she stopped using AR and RP. The implications were that the researcher should move the research to the participatory (therefore public instead of isolated reflexion) and the political domain. Following this realisation, she looked closer to home (Rauxa/ Seny), by region (Anchored), for answers and chose the Latin American Literary Boom approach for its creative ways to deal with chaotic events in a non-linear way. This literary movement flourished during the 60s and 70s of the 20th century, when a series of authors from this region, although not organized, shared a way of writing particularly characteristic to the region. A key mode within this movement was “magic realism”, recognized today as a genre of writing. It is not clear where this term originated (Evans, 2003). The Latin American Literature Boom is a clear example of toppling the Hegemony of Writing (refer to Glossary, p.125). 46 Professional Doctorate Many of these writings also coincided with gruesome military dictatorships. Their style of writing was one that many Latin American and Caribbean people could identify with because it made explicit a frame of mind for approaching chaotic environments. The movement was called a Boom because, for the first time, a whole generation of peripheral writers made a crossover globally, first in France, like Julio Cortázar (from Argentina). The researcher finds a connection with Cortázar because his novel Hopscotch (1963) is a non-linear story where readers can choose the order of chapters. The researcher then looked for chronological parallels in the Social Sciences and in education within the region (Diversification). The researcher concentrated on the ideas of educators and sociologists who worked between the period of 1960s and 1970s and who originated from Latin America, like Ivan Illich (an Austrian who worked in Puerto Rico and then Mexico), Paulo Freire (Brazil) and Fal Borda (Colombia). This enabled the researcher to shift her research into a participatory (open) and transdisciplinary approach, using the participatory framework of the Systematization of Experience method, which includes a political dimension. Supportive Document 47  SECTION 4 SECOND STAGE: RESEARCH METHODOLOGY 4.1 Research Approach: Contextualized Methods This section will explore guides for Systematization of Experience, a research method used by ActionAid International (Netherlands and South Africa), ALBOAN, the Pedro Arrupe Human Rights Institute and Hegoa (Bilbao, Spain). The researcher will also explain the reasons why she abandoned Action Research and Reflective Practice for their lack of effectiveness in building resilience in her adverse context. This section also explores Participatory Design as well as Participatory Action Research and describes in what measure each of them builds resilience and thus informs open transdisciplinary research. Finally, how the researcher appropriated Systematization and made it relevant to design practice. Transdisciplinarity (a term introduced by Swiss psychologist Jean Piaget in the 1970s) is a way to construct knowledge by crossing boundaries between disciplines. The trans prefix means “across, over, beyond.” Thus, transdisciplinary research stresses the blurring of boundaries and a greater integration between practices of different disciplines. It requires strong collaboration skills and tolerance to wandering and errors in public. It is less expert-driven than multidisciplinary research (where each practice is enclosed in itself in the interactions) or interdisciplinary (a way to integrate perspectives and results from different practices but still within the framework of the 48 Professional Doctorate NEW QUESTIONS: Will this method allow resilience behaviour by the researcher and participants in the workshop?  In the researcher’s context, given the negative impact of colonial status on practices) (Hoffmann-Riem, et al, 2007, p.3). In the researcher’s the designers’ Locus design studio, different practitioners participated in the design of Control, is it solutions together with the designers. These practitioners possible to perform shared their skills and knowledge from each particular successful PAR and field as facilitators/co-creators, rather than experts, thus PD without the influence of the avoiding possible power-play dynamics. colonizing machine? 4.2 Type and Structure of Research: If so, what Open Transdisciplinary Inquiry adaptations need to Following is a summary of the characteristics of an open be made to situate transdisciplinary research according to Lawrence (2010, research in the pp.18-19): local context? • Research which challenges knowledge How can the fragmentation by specialization and promotes researcher achieve integration of multiples perspectives. coherence in • Research that allows the researchers to be critical researching and about the research itself. designing the • Research that addresses complex problems in a RTRP Toolbox? heterogeneous domain. • Research that enables the construction of knowledge from different practices and where MOTIVATION: How to be a reflection is practice-based. resilient and ethical • Research that focuses on local contextualization. researcher in a non- • Research that enables researchers to be collaborative and comfortable with uncertainties. hostile context. Supportive Document 49  • Research that enables intercommunicated actions; these are the researchers’ acknowledgements of their social context with others. • Research where researchers from different practices that have integrated their efforts and collaborated closely. • Research that is action oriented. An open transdisciplinary method that tackles a wicked problem demands three areas of multiple-aspect interactions (fig. 1) and blurred boundaries between practices, according to Brown, Harris and Russell, (2010). Numerous aspects are key because they reflect the transdisciplinary principle (the different knowledge of those involved).These areas are (fig.1): ethical positions, ways to view the world and formats to construct knowledge: ETHICAL POSITIONS numerous aspects FORMATS TO WAYS TO VIEW numerous numerous CONSTRUCT THE WORLD aspects aspects KNOWLEDGE Fig. 1. Diagram by O’Neill, based on Brown, Harris and Russell (2010). Three areas of multiple-aspect interactions in an open transdisciplinary research. Brown’s (2010) description of the open transdisciplinary research topology (fig. 2) concerns the arrangement and touch-points of the solution space. This supports the openness in the research because it enables participants to influence the direction of the inquiry: 50 Professional Doctorate  Not all solutions come from the expert. Solutions are not final. Researcher and the participants collaborate. Paradox is welcome. Ideas are grounded in action; they are local. Fig. 2. Diagram by O’Neill, based on Brown’s (2010) open transdisciplinary research topology. 4.3 Systematization Systematization consists of acts of intervention that in the context of Latin American social management (gerencia social) are considered to be systematized methodologies and tools to provoke social change. ‘Systematization, we would begin to understand it as a process of knowledge construction’ (Barnechea et al, 1994: cited in Fantova, 2002, p.4). Paulo Freire’s Liberation Theology is an example of systematization of social intervention. Liberation Theology is a social Christian-faith-based movement informed by Marxist ideology that emerged in Latin America in the 1960s with a strong position against inequality and injustice. Freire’s Liberation Theology is defined as participatory because it is a communion experience: ‘No one is auto-liberated, neither is liberty made by others’ (Freire, 1969, p.46). This is Freire’s approach to achieving liberty: that human liberty (salvation also for Freire) is something to be achieved by collective effort. No one can be free on his/her own, nor set free by others. Instead, according to Freire, one becomes free in the process with others. This aspect is also reflected in the Systematization principles as discussed in the next section (4.4) of this Supportive Document. Supportive Document 51  Systematization, as understood in the Latin American context, is an interlocutory process, as well as emancipatory; it exists between people who negotiate a power discourse, theory and cultural construct. During the 1970s, schools of thought based on Systematization flourished among Social Sciences and Social Services in Latin America. This was also a period of great social unrest under the sinister dictatorial regimes that governed in the region for many years. Systematization uses, among other methods, Donald Schön’s Reflective Practice (RP) as one of its references. ‘Those who do Systematization think that they can learn from their practice and that gained knowledge will help improve the practice‘ (Fantova, 2002, p.4), which reflects Schön’s premise of ‘Learn by doing’ (1983). In fact, Systematization applies Schön’s ideas as reference because: ‘[Systematization] allows practitioners to tackle and solve unknown and changing situations. Reflections about day-to-day action produce knowledge that will later be used in new practices’ (ActionAid, 2006, p.44). This newly acquired knowledge can empower users and might promote the building of resilience; therefore, it could provide conditions for thriving. Ivan Illich in Puerto Rico and Paulo Freire in Brazil, among many others, started to postulate education as a political emancipatory tool: ‘...even at the institutional level, popular education was perceived as a powerful tool for the political system democratization, for human rights defence or to work out gender issues in different countries of the region’ (Planells, 2004, p.2). But by the 1990s Systematization was almost abandoned as a result of the neoliberal practices of governments (for example, in Argentina in the 1990’s, and Chile in the 1970’s) and also because certain political discourses eroded Systematization’s reflective methodology, such as 52 Professional Doctorate  the Sandinista Movement in Nicaragua (Ghiso, 1998; Mejía, 1999). A neo-liberal regime entails economic policies with a strong ruling class agenda, which promotes loose regulations of free enterprises by government, even though this might compromise the environment or workers’ safety. Neo- Liberalism is less focused on supporting and funding social programmes like cultural, educational and public health services, and instead promotes individualism rather than community thinking: ‘Around the world, neo-liberalism has been imposed by powerful financial institutions QUICK REFERENCE like the International Monetary Fund (IMF), the World Bank and the Inter-American Development Bank. It is raging all over Latin America. The first clear example of neo- liberalism at work came in Chile (with thanks to University of Chicago economist Milton Friedman), after the CIA-supported coup against the popularly elected Allende regime in 1973. Other countries followed, with some of the worst effects in Mexico where wages declined 40 to 50% in the first year of NAFTA while the cost of living rose by 80%. Doctoral Research Map- PP.240- Over 20,000 small and medium businesses 247, Portfolio of Evidence. failed and more than 1,000 state-owned Doctoral mapping at the researcher’s enterprises were privatized in Mexico. As one house, by January 1, 2011. The scholar said, Neo-liberalism means the neo- bottom image is a diagram of the colonization of Latin America’ (Martinez and same map, both are included in the Garcia, 1996). Appendices section of the Portfolio document. These were done as a scaffolding technique for the 4.4 Advantages of Systematization Over Reflective researcher as she built a research Practice and Action Research methodology that was coherent This section is concerned with the advantages of with her context and the design of Systematization, in this context, over Reflective Practice (RP) the RTRP toolbox. and Action Research (AR) as a method that can drive the researcher to thrive because it offers a political framework. Both Reflective Practice and Action Research contain Supportive Document 53  political dissonance in their methodology. The principles of Systematization are: • Collective learning • Disseminate lessons (collective action) • Awareness of social-political factors at play in the social arena Systematization uses the best practice of RP • Self-learning (extrapolate tacit knowledge) Systematization uses the best practice of AR • Reflective and reflexive on ways to learn (understand one’s role and outside changes in one’s research) Systematization is recognized as a valid way to construct knowledge that is interrelated to theory; ‘From this point of view, systematizers ascribe to the principles of the epistemology of practice of authors such as Elliot [John Elliot, 1990] or Schön’ (Planells, 2004, p.5). This is not a neutral process, given its empowerment and social political agendas. The objectives of Systematization (fig.3) have been identified by Planells (2004) as follows: 1 Problematize certain situations and awareness through a process of self-reflection. 2 Trigger changes in action and interaction by raising the awareness of stakeholders. 3 Affect the social structure through collective action. Fig. 3. Diagram by O’Neill based on Planell’s description of the Systematization’s objectives (2004). The first two objectives are shared through Schön’s Reflective Practice (1983), but the third objective takes a different route because it is an act of transgression of the collective status quo. Schön postulates that his method of acquiring 54 Professional Doctorate knowledge through experience followed by reflection is an effective way to increase the learner’s responsibility of his/ her own education (empowerment), therefore it seems to be a way to improve educational practices (thrive) for both teachers and students. Reflective Practice shared the reflexivity with Action Research (AR), an inquiry method of reflective researchers. AR allows researchers to acquire new knowledge about their decision-making procedures and promotes critical thinking, in terms on how their practices affect their research. ‘Lewin’s (1946) concept of action research has been developed and adapted by many researchers (Kolb 1984, Schön 1983 and 1987, Carr and Kemmis 1986, McNiff 1988, McKearnan 1994)’ (English, 2008). As stated, AR is a strategy that is used to be reflexive about methods, epistemology and the researcher’s own field. RP is closer to a tactic, a tool to frame the problem. It seems that Lewin’s intention with AR was to find a way to strengthen democracy through democratic leadership. In reference to a participant in a study on participative group dynamics, he said: ‘Democracy he has to learn’ (Lewin, 1948, cited in Smith, 2001). There have been critical views of Lewin’s way of teaching democratic thinking because it implies a manipulative role of the teacher: ‘Where the leader is sufficiently in control to rule out influences he does not want and to manipulate the situation to a sufficient degree’ (Lewin, 1948 cited in Smith, 2001). Although he defined the democratic leader as someone who promoted group decision making, ‘[u]nfortunately, Lewin and his colleagues never developed the definition beyond this rough sketch, leading some critics to find undemocratic implications in their ostensibly democratic model of leadership. Kariel (1956) argues that Lewin’s notion of democracy is somewhat manipulative and elitist, and the exchange Supportive Document 55  between Barlow (1981) and Freedman and Freedman (1982) suggests that Mao’s mass line leadership in China used a model like Lewin’s to mask coercion under the guise of participative group processes’ (Gastil, 1994). On the RP side, according to Bish Sanyal, former Chair of the Faculty of the Massachusetts Institute of Technology, Schön was purposely apolitical in his description and development of Reflective Practice: ‘A deep understanding of social/political conflicts was not of particular importance to Don [Donald Schön] because he was generally content with what some refer to as the human condition […] He left those issues for others to understand and focused himself on what he considered life enhancing activities – namely, experimentation, innovation and learning’ (Sanyal, 1997, p.7). This makes it, as in Action Research, a ‘methodology containing significant areas of political dissonance and ethical ambiguity’ (Williamson and Prosse, 2002, p.592). It is a cruel situation to know the causes of stressors and not having the freedom to change them. It is very cruel because the same knowledge that makes things explicit shows the lack of liberty and the impotence to change conditions: ‘the rights that define individual freedom must also include rights of political participation’ (Bohman and Rehg, 2007). This concept was painfully illustrated in Tunisia recently by Mohamed Bouazizi, a college-educated person who had been forced to become a street vendor. He burned himself to death when police barred him from selling food on the street, and his act ignited a revolt with the participation of many middle-class educated people who were jobless and repressed educated middle class. These demonstrations led to the overthrow of a government that had been in power for 23 years and consequently tossed the country into mayhem (Kirkpatrick, 2011). Still, Mohamed Bouazizi had 56 Professional Doctorate succumbed to socio-political and economic adversities. ‘In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe,1945) there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part’ (Smith, 2001). Action Research and Reflective Practice, by themselves, are political acts, regardless of their theorizing intentions, because they promote changes, but at the same time the lack of acknowledgement of their political nature or the lack of a definite methodology considering the social cultural space can be implosive because: ‘Having uncovered areas in need of change, action researchers and participants in their own organizations can be at greater personal risk, and more exposed, than in traditional research. They can be seen potentially as loose cannons rocking the boat, with possible consequences for their careers in that organization’ (Williamson and Prosse, 2002, p.559). Action Research and Reflective Practice could create conditions of increased adversity, leading the designer to succumb. 4.5 Comparison of Systematization With Participatory Action Research, Reflective Practice and Action Research From the initial stage of Systematization and Participatory Action Research (PAR), the researcher and the participants are recognized as political actors in a social arena, thus providing opportunities of self-empowerment, recovery and the ability to thrive. Participatory Action Research is informed by Paulo Freire’s critical pedagogy. Freire’s educational model teaches students to de-construct power discourse and to act based upon the new knowledge achieved by such process and helped the development of civil rights. Freire’s Liberation Theology was his approach Supportive Document 57  to education. Participatory Action Research was promoted globally by Colombian sociologist Orlando Fal Borda in 1977, when he organized the first world congress of PAR, also called Popular Education. Fal Borda postulated that the legacy of the Spanish La Conquista’s (Spanish Conquest of the Americas) was the very thing that PAR pursued to reconnect with, which is the colonized individual and his own experiences (Lopera, 2008, p.29). PAR is not politically dissonant or ethically ambiguous like Schön’s RP or Lewin’s AR, because it is aligned with decolonizing methodologies such as the Systematization schools of thought. ‘In Latin America, the best known practitioners of participatory research from its inception will recognize themselves as inheriting much more from Karl Marx than from Kurt Lewin, and more from Antonio Gramsci than from Carl Rogers’ (Rodriguez Brandão, 2005, p.25). Learning without an authoritative source to guide us, but rather through one’s own life experiences, is also a postulation by French philosopher Jacques Rancière (1991) when he describes educator Joseph Jacotot’s resistance to accepting a political contextual reflection. This also differs from Schön’s apolitical reflection: ‘But this is the most difficult leap. This method is practised of necessity by everyone, but no one wants to recognize it, no one wants to cope with the intellectual revolution it signifies. The social circle, the order of things, prevents it from being recognized for what it is: the true method by which everyone learns and by which everyone can take the measure of his capacity. One must dare to recognize it and pursue the open verification of its power – otherwise, the method of powerlessness, the Old Master, will last long as the order of things’ (Rancière, 1991, p.16). 58 Professional Doctorate There are different ways to approach Systematization, as for example, taxology, which aims to create typologies, but they all ‘… deal with the qualitative dimensions of reality and are based in a dialectical epistemology’ (Palma cited in ActionAid, 2006, p.41). The interconnections of all stakeholders in a given project (or situation) are ingrained in the contextual source. There is a continuous focus on the process of constant collective assessment, in a systematic manner (in the process of Systematization), since it is a requirement that those who participate are the only ones who can Systematize their experiences and derive their research findings. The rigorous basis of Systematization involves two precise guidelines: 1. The deconstruction of values, social-cultural approaches and ideologies, so that theories can be developed to support actions coherent with values. It is not necessary that there is a reconstruction of values. The important thing is to make explicit to all participants each other’s values, social-cultural approaches and ideologies, so that there is coherence between actions and participants/guiding thinking. An example would be the presentation by the guide (the researcher) to participants of the methods and research tools in the Systematization workshop for their evaluation and approval. Systematization participants are involved with the design plan of the workshop inquiry. This is known as governance. In organizations, it refers to a management process that enables decision rights for a given area of responsibility to achieve cohesive policies. 2. Participants must be reflexive and reflective through the Systematization process. A quick example in this research is the reflection of Systematization participant number 6 on his practice as to how he has to make adjustments that challenge him and his beliefs when he encounters different inter-cultural groups: “Take the highway and go to Supportive Document 59  the other side of Puerto Rico, so you can really see that you will find yourself in another country” (for the full video transcript, see Portfolio of Evidence, p.260). In pursuit of Communities of Practice (Wenger, 2006) with clear political guidelines, the researcher reviewed Richard Winter’s six criteria (Winter, 1989 cited in O’Brien, 1998) for critical thinking. These are: 1. Reflexive critique: researcher’s possible bias on data interpretation because of his/her values, 2. Dialectical critique: awareness of the phenomenon of language and its relationship with the context, 3. Collaborative resource: participants are all co- researchers, 4. Risk: whatever the outcome, there will be new knowledge, 5. Plural structure: different ways to construct knowledge, 6. Theory and practice transformation: how theory affects practice and vice versa. Systematization shares with Action Research (AR) the reflexive and the philosophical concept of the dialectical critique, but as stated previously, the political factor is integrated as part of the Systematization process. It is essential that participants make an effort to understand the multiple sides and contradictions of the issues they decide to tackle, and appreciate the complexity of doing so in a collective manner. But two of Winters’ criteria have political dissonance: Risk and Collaborative resource. It is not clear who owns the new knowledge and who takes responsibility for the outcome. In a politically sensitive arena this could imply exploitation (coercion by others that know sensitive information) and prompt particular participants to succumb to their adversity. ‘Practices to be systematized are not just 60 Professional Doctorate rational interventions supported by theory, but also include political, ideological and affective dimensions. Consequently, both practice and systematization articulate deeply rational-objective and affective-subjective dimensions. If these various dimensions are not holistically addressed through systematization then the attempt to understand the intervention would be incomplete’ (ActionAid, 2006, p.45). Systematization also has similarities with Participatory Design (PD), because it involves ‘those who will become the users throughout the design development process’ (Sanders, 2007), creating conditions for thriving due to the empowerment context. The multiple-aspect interactions approach (fig.1, p.50, in this Supportive Document) in the researcher’s Systematization is followed by the collective construction of ‘operating concepts’ and typologies through taxonomization in order to broaden the solution space with ‘other levels of complexity and depth that are usually not in the participant domain’ (Hurtado, 2005, p.30). This is also why the critical view of this research methodology, language used as a phenomenon of discourse and the contextualization of the researcher, are actions that need to be executed. ‘Subjectivity on which we based our identities was not something fixed or essential but located in language and ideology’ (Hetherington, 1998, p.24). 4.6 Commonalities with Participatory Design and Participatory Action Research This section is concerned with the role of Participatory Design (PD) and Participatory Action Research (PAR) within Systematization. Systematization uses the best practice of PD • An explicit political change agenda Systematization uses the best practice of PAR • Researcher and participant awareness of their social- Supportive Document 61  political bias and how it is connected to the role language plays in power discourse. Participatory Design (PD), similarly to Systematization, is a method of researching with emancipatory objectives. Its discourses concentrate on three main issues: ‘(1) The politics of design, (2) the nature of participation, and (3) methods, tools and techniques for carrying out design projects’ (Kensing and Blomberg, 1998, p.168). PD originated during the 1960s-1970s in Scandinavia and Germany, and concerns the power relationship between workers and the new computer-system-based workplace: ‘Workers and their unions, who were concerned that the introduction of computers would reduce their control over their immediate work situation as well as the over- all planning and administration of production’ (Kensing and Blomberg, 1998, p.169). The authors identify these issues with Gärtner and Wagner’s (1996) three arenas for participation: 1. The individual project (designing work and systems). 2. The company (developing frameworks for action). 3. The national level (policies). Nevertheless, ‘[c]oncerns have been voiced that too few PD projects are engaged at the organisational or company level [...] may lose sight of the importance of participating at the national and political level’ (Kensing and Blomberg, 1998, p.169). Like Systematization, PD has intentions to tackle the power discourse; ‘PD is not defined by the type of work supported, nor by the technologies developed, but instead by a commitment to worker participation in design and an effort to rebalance the power relations between users and technical experts and between workers and managers. As such, PD research has an explicit organisational and political change 62 Professional Doctorate agenda’ (Kensing and Blomberg, 1998, p.181). The agenda of organizational change is a consequence of an empowered user and designer. Although it is true that PD aims to actively involve all users in design, the guidelines tend to be more concerned with data-mining and extrapolating user interactions. The researcher did not identify approaches that involved user decisions in choosing the methods and tools to carry out the participatory design. Neither was she able to detect guidelines for researchers to evaluate their own ideologies and how these could affect participatory design dynamics (in this research, this is the paper prototype of the RTRP toolbox). PAR’s Triple Self-Diagnosis guideline was what the researcher used to address this issue; it will be discussed more in depth in the next section (4.7) in this Supportive Document, p.65. Cooperative, Participatory or Contextual Design all share a relation with the end-user, but they differ from Systematization or other decolonized methodologies in that they do not ask the questions: Who owns the research? Who owns the design knowledge? Who chooses the methods and tools for inquiry? Smith (1999) identifies these questions as the act of ‘colonizing knowledge’ and ‘colonizing the disciplines’. Systematization has specific guidelines on how to approach the decision-making process for designing the research plan with the participants. This will be discussed more in depth in section 4.8 The Iterative Process of Systematization, in this Supportive Document, p.65. Systematization deals with intentional actions and explicit purposes from the person that acquires new knowledge and acts with it. This methodology defines knowledge as what is ‘informed not only by theory, but also by our values, our ideological and political approaches, our previous Supportive Document 63  experiences and our common sense’ (ActionAid, 2006, p.8). The Systematization model is also similar to the AR Spiral (Zuber-Skerritt, 1992) and Kolb’s Experiential Learning Cycle (1984) (refer to the Doctoral Research Map in the Portfolio of Evidence, p.240). It contains organized and reconstructed actions in order to communicate to others the lessons as new usable knowledge in ‘facing problems that require fast and immediate action’ (ActionAid, 2006, p.9). The following is a diagram (fig.4) of the output of Systematization: GROUP COHESION KEEP FOCUS COLLECTIVE LEARNING Build Common Vision Constant Reflection Dissemination of the New Knowledge TO PRACTICE TO THEORY Updating Concepts/Framework Design of Interventions Methodologies EXPLAIN SOCIAL SITUATIONS PUBLIC POLICIES Fig. 4. O’Neill ‘s diagram of the contributions of Systematization as presented in the ActionAid guide. White bubbles are the output and middle texts are the actions. On the other hand, Participatory Action Research (PAR), in the Latin American scenario, has converged with Systematization methodologies because both generate a 64 Professional Doctorate  participative evaluative research experience, with the ‘aim to conceptualize based on practice or practices’ (ALBOAN, 2003, p.39), and give the participant the means to transform his/her situation. It is also used by the social workers in Peru to improve their practice, as an ‘analytical reflection and reconstruction process’ (ALBOAN, 2003, p.30), because it implies in-depth analysis and documentation of the learning project. As in Systematization, PAR uses reflective thinking, as it is informed by Freire’s Critical Pedagogy. 4.7 The Researcher’s Design-Relevant Version of Systematization The researcher appropriated Systematization and made it design relevant by bringing similar collective reflexive recordings of experience from the Social Sciences (PAR) and from Design (PD) into the process. This is the version (fig.5) the researcher used in the Systematization workshop: SYSTEMATIZATION PARTICIPATORY ACTION PARTICIPATORY RESEARCH (PAR) DESIGN (PD) Researching with the user Fig. 5. Diagram of the Second Research Stage. Systematization is the umbrella (fig.5), a safety net, to ensure a decolonized methodology, given its clear focus on the politics of language and the risks of the lack of coherence between thinking and acting. Decolonized methodologies are those that take into account a colonial or postcolonial Supportive Document 65  context. Although both PAR and PD could be seen as an act of researching with the user, PD is actually the act of designing through research (design-led perspectives). In the present research, the users are fellow designers, educators and creative professionals that will use the RTRP toolbox. 4.8 The Triple Self-Diagnosis: An Approach from Participatory Action Research One of the methodological approaches in PAR, in the Latin American tradition, is ‘the triple self-diagnosis (conception, context and practice)’, which are the attitudes and behaviour of the researchers that allow a critical distance between the researchers and their research (Hurtado, 2005, p.129). Triple Self-Diagnosis consists of knowing, as researcher, one’s: 1. Ideological and/or subjective position. 2. Socio-cultural approach. 3. Consistency, or lack of it, between thinking and action (view of the context and concrete practice). This is compatible with one of the Systematization guidelines: the deconstruction of values, political positions and ideologies so that theory supports practice. 4.9 The Iterative Process of Systematization There are four broad steps (ActionAid, 2006, p.20 -33), which are: 1. SYSTEMATIZATION PLAN DESIGN - purpose - agreements as to • What experience to systematize • The expected purpose • The main question (the research question, refers to Section 5.6 in this Supportive Document, p.81) • The way experience is to be systematized 2. RECONSTRUCTION OF EXPERIENCE – How things happened and the context in which they happened: 66 Professional Doctorate  • Documentation about what happened (reports, material, graphics) • Participant memories • Include only facts or situations that affected the experience directly • Register political or economic changes in the region, country or locality; climatic factors or disasters; changes within the organization, etc. • Include both objective facts and subjective perceptions 3. ANALYSIS & INTERPRETATION OF EXPERIENCE - The purpose is to identify the lessons and new knowledge to: • A brainstorm session with main questions and a key question; specify concepts that relate to theory • Relate the experience to its context (considering external events) • Include different actors’ points of view 4. COMMUNICATION OF SYSTEMATIZATION RESULTS - The purpose is to disseminate the experience and its lessons: • Decide content with all stakeholders • Do not commission a person from outside of the systematization process to write the report. If an expert is needed, the group should not lose control of the content. 4.10 The Role of the Systematization Guide There are three actions that the guide takes on to address issues of communication between participants (ActionAid, 2006, p.45) these are: 1. Recovering (the construction of concepts and topologies). 2. Translating (the participants’ knowledge to others in the Bünd (term discussed in section 4.11) as usable knowledge. 3. Analysing (the researcher uses PAR’s Triple Self-Diagnosis). Supportive Document 67  4.11 The Bünd Dynamics The German word Bünd has multiple definitions, including ‘binding’, but in this research it is used as: ‘an attempted basis for communisation of social relations within modern, gesellschaftlich [societal] conditions, but one which applies individual choice as the basis for membership rather than class, gender or ethnic origin’ (Hetherington, 1998, p.89). Systematization groups are Bünde, and as such, they are not stable or permanently grouped, like a corporation, a church, or university’s faculty, among others. In order to make Systematization work, as explained in previous section 4.8, p.66, participants use systematization guidance to agree: 1) on the need of systematization for their experience, 2) the questions to be answered and 3) methods to do so. Therefore, the Systematization Bünd ‘operates principally through forms of self-governance and control but not at the expense of expressing one’s emotions’ (Hetherington, 1998, p.92). This initial agreement in the Systematization process also echoes Bünd characteristics: ‘The intensity of a Bünd, while it calls for the complete commitment of individual members, also reflexively promotes their individuality in that it requires continual self-monitoring and self-identification as well as identification with others (Hetherington, 1998, p.94). Systematization groups are related to the concept of Communities of Practice, in that both ‘address the informal and tacit aspects of knowledge creation and sharing, as well as the more explicit aspects’ (Wenger, 2001, p.3), except for their charismatic or aura properties on issues to solve, which are the main differences with Bünd. So it may be said that all Bünd are Communities of Practice, but not all Communitites of Practices are Bünd. 68 Professional Doctorate 4.12 Conclusions The researcher’s version of Systematization allowed her to thrive (fig.6). Because it takes into account the political dimension, Systematization can be associated with identity politics, and because it implies communal experience and expressive forms, it is the organization of the Bünd promoting emphatic expressions in reference to alternative ways to tackle a wicked problem. FREIRE Liberation Theology Critical Pedagogy FAL BORDA PAR HARAWAY HETHERINGTON Guide: Triple Self- Situated Knowledge Bünde Diagnosis SYSTEMATIZATION OF EXPERIENCE FOR THE RTRP Plan Design FAL BORDA’S PAR Reconstruction Analysis/ interpretation PD Communication of Results Paper Prototype Fig. 6. Summary of the researcher’s design-relevant version of Systematization for a participatory and open transdisciplinary framework that includes a political mindset. Blue is for theorists; Magenta for their theories; Yellow for methodologies; Brown for Systematization; and Green for the design outcome. Supportive Document 69  The approach adopted by the researcher is based on debating, in the same way postcolonial literary traditions seeked self-empowerment. Illich (1971) pointed out that Freire moved constantly because he refused to educate using the ‘appropriate’ and accepted words from the official teaching practice, because it compromised communication with his students, who read into those words other meanings. Having said that, the researcher defines her approach as an act of sharing knowledge from the starting perspective of the local (Haraway’s Situated Knowledge concept, 1988, fig.6). To recognize situated knowledge is a way to resist the fixed and disembodied vision that brings ‘totalization’ (Haraway’s terms): ‘Location resists the politics of closure, finality’ and ‘[s]ituated knowledge is about communities, not about isolated individuals. The only way to find a larger vision is to be somewhere in particular’ (Haraway, 1988, p. 590). In order to do this, the researcher needed to reframe her research into a participatory (open) and transdisciplinary approach, using the Systematization framework. She adapted it so that it would be design relevant, by using collective design methods from PD but reinforcing the politically compatible collective reflexive recording of experience by using PAR (fig.6). This position mirrors Systematization in that from the start it requires agreement between the guide and the participants in order to initiate the inquiry and method used (discussed in section 4.8 of this Supportive Document, p. 65). If it is an affirmative decision, then it’s followed by the workshop on how to systematize (ALBOAN, Instituto de Derechos Humanos Pedro Arrupe, Hegoa, 2003). This is an example of how the designer’s knowledge, as researcher, is not as important as the sum of the knowledge of all the Systematization workshop participants (paraphrasing Lawrence, 2010). This was crucial for the researcher as it allowed coherence between her political mindset and her actions, thus, avoiding political dissonance and promoting 70 Professional Doctorate resilience, which RP and AR did not provide (refer to Decolonized Methodologies in the Portfolio of Evidence, p.116). This process was also compatible with her postmodern mindset which enabled the researcher to comfortably manage the research questions from different points of entry. This is to say that the researcher does not work from/ assume the position of the ‘god trick’ (Haraway, 1988, p. 581), but from situated knowledge: ‘The knowing self is partial in all its guises, never finished, whole, simply there and original; it is always constructed and stitched together imperfectly, and therefore able to join with another, to see together without claiming to be another’(Haraway, 1998, p.586). This point is extremely important to the particular circumstances of the researcher, since she perceived her political context as colonial, where the ‘god trick’ discourse is applied as part of colonial practices. Supportive Document 71  SECTION 5 SYSTEMATIZATION WORKSHOP 5.1 The Location The researcher chose Beta Local (betalocal.org), a non-profit, post-academic study and artistic production programme that opened in January of 2010, in San Juan, Puerto Rico, as the location for the Systematization workshop. The programme receives residents from diverse fields and visiting artists who offer conferences promoting interdisciplinary and experimental practices with a localized focus. The systematization participants were not members of the Beta Local programme. Beta Local was chosen because it promotes exploratory projects that do not conform to local standard ways of practice. “Standard ways” refers to institutionalized learning that strongly depends on bureaucratic procedures that do not allow flexibility. In addition, in view of the present dismantling of the educational system, the researcher needed to identify a space with an educational mission but using a decolonized framework. Beta Local is founded on the ideas of Ivan Illich, therefore the political space is acknowledged in the creative practices of its stakeholders. The researcher had the collaboration of Architect Andrés Mignucci as an assistant Systematization guide, while she was the main guide. A design student of the Fine Arts Programme of the University of Puerto Rico documented the whole workshop as part of an internship organized by PROA, the Artist Assistance Programme of the Puerto Rico Museum of Art. 72 Professional Doctorate NEW QUESTIONS: Can the RTRP function be produced by the tools in a different order of importance, as given by another designer? Is it not predetermined? Do the RTRP tools for resilience have 5.2 The Participant Criteria different levels of The call for the workshop was made through social networks maturity? a month before and it was addressed to all kinds of designers (graphic, fashion, architecture and industrial, among others) Will other designers that were currently practicing, either on their own (owned agree on the need for the RTRP a business or worked freelance) or as employees. Students toolbox? were also allowed to participate if they were active in the practice (credits validation issues were coordinated with Can resilience Beta Local and the university). Participant ages varied workshops be between the 20s to mid 50s. The workshop also welcomed performed with educators-practitioners, because Systematization includes successful outcomes the dissemination of new knowledge. Practitioners could also in an adverse come from the areas of Social Sciences, Cultural Management environment? and Arts, in order to enrich the process holistically. Six Are the tools always was the minimum number of participants and twelve the used in the same maximum, as per Systematization guidelines. The majority of way, or do they potential participants had long successful careers in design mutate? practice. An orientation meeting was scheduled with these potential participants to establish the group’s schedule to In what type of accommodate all individual circumstances. The group of situations are potential participants/designers consisted of single parents, these tools most effective? some of whom had recently lost their job; designers moving to open their own design businesses and some looking to redirect their practice; others doing their PhD studies, while NEW MOTIVATION: maintaining a freelance practice and an adjunct professor. Be a All of them were experiencing external stressors. Systematization practitioner. Supportive Document 73  Profile descriptions of potential participants were as follows: 1. Art director at an ad agency (mid-late 40s) 2. Experienced designer, having completed postgraduate degree, recently retrenched and freelancing at that moment (mid 20s) 3. Art student (mid 20s) 4. Art director in a newspaper (mid-late 40s) 5. Fashion designer and store owner (mid-late 30s) 6. Community psychologist currently researching behaviour and technology (mid 50s) 7. Multimedia producer and film editor (mid-late 20s) 8. Fashion stylist (mid late 20s) 9. Design activist, involved in grass-roots organizations (mid-late 50s) 10. Industrial Design student, undergraduate and freelancing at the moment (mid-late 20s) 11. Artist and graphic/multimedia designer (mid-late 20s) 12. Indie-film director, (mid-late 50s) 13. Textile designer, (mid-late 50s) 5.3 The Schedule The Systematization workshop took place during February 2011 and it consisted of eight sessions, for a total of 18 contact hours. The workshop’s activities developed as follows: 1. [Tuesday 15] Presentation of research, central ideas - doctoral map. 2. [Wednesday 16] Introduction to the tools of Real-Time Response Planning (RTRP) and explanation of research methods. 3. [Thursday 17] First step: Design planning. 4. [Saturday 19] Second step: Creation of timeline, a historical reconstruction under the following themes:  Tools, Strategies, Actions that Occurred, Difficulty and Level of Competency; drawings and photos were also inserted (contextual inquiry begins: photographic diary). A critical interpretation graph including 74 Professional Doctorate  errors, recommendations for further experience and new ideas, and a chart of new knowledge with ideas that did not fit in the first graph. 5. [Monday 21] Third step: Synthesis of lessons, individual and collective. 6. [Tuesday 22] Fourth step: Participatory Design, creation of diagrams of activity patterns that anticipate the choice and use of the RTRP tools in order to understand their outcomes. For the diagram it was requested that participants include objectives to achieve, steps to achieve them, and RTRP Tools.  7. [Wednesday 23] Fourth step: Discussion of low-fi mock-ups. 8. [Thursday 24] Fourth step: Presentation. 5.4 The Plan First step was the Systematization Plan Design (discussed in 4.9 The Iterative Process of Systematization in this Supportive Document, p.65), which consisted in all of the participants agreeing to the purpose and how the group would proceed. The agreements were: • The need to systematize experiences in the design practice in Puerto Rico and to share the story with other designers. • The intended result was to design the RTRP as an artefact (paper prototype) that would be used to disseminate (teach) the new knowledge. • That Systematization research question was: How to design an application that prompts strategies to address problems quickly in a tough, elastic, flexible way, with resilience and the ability to adapt? • How to systematize (methods, activities and responsibilities that will enable each participant, to explore information resources). This fitted into Beta Local’s open process policies, which are based on Illich’s pro-active approach to education by students. Supportive Document 75  Mignucci’s synthesized diagram of the workshop (fig.7): 1 Researcher & Assistant Systematization Guide present Toolbox. 2 Designers use tools in their practices + enunciate their process + make group presentations. 3 Designers work on toolbox mock-up for others to use it methodologically. Fig. 7. Systematization workshop diagram, done in meeting by Mignucci, January 11, 2011. QUICK REFERENCE 5.5 Narrative of Events The following are brief narratives of the Systematization workshop. Each session, during weekdays, was from 7-9 PM after work. Every session opened with a briefing of what happened before, to allow participants who had Systematization Workshop- PP.166- missed sessions to catch-up. Two initial activities were 184, Portfolio of Evidence. carried out before starting the Systematization workshop. These photos document the Systematization workshop that used • [Tuesday 1] First activity, Lecture - Orientation Borda’s Participatory Action Research The first activity was an orientation given by the researcher (1977) and Participatory Design. During this workshop the RTRP’S 14 days in advance of the workshop. The idea was to Toolbox was used by participants and answer questions and coordinate the schedule, giving they designed a paper prototype for potential participants time to organize their routine. The the toolbox. activity applied research methods for collecting data and raising awareness among potential participants of how specific methodologies support the research. Questions were answered concerning the resilience theory, the doctoral programme, the thesis of the research, the role of the designer as a political actor and the designer as citizen, among others. IDEO’s Method Cards and Michael Michalko‘s ThinkPak, as well as a toy tool set for model railroad building and repairing, were also presented as a metaphor and visual stimulation, since the researcher knew designers needed to see the designed materials. Some of the potential participants were familiar with the IDEO cards, 76 Professional Doctorate  Participatory Design and Design Thinking, but they were not used to registering or documenting their process, nor to publish it to others. Refer to Portfolio of Evidence for photo documentation of the Systematization workshop (pp.166- 184), also for video (DVD) and transcript scene selection. • [Tuesday 15] Second activity, Presentation of Research, Central Ideas - Doctoral Research Map and Glossary Cards  The second activity took place during the first day of the workshop. From the original group, two designers did not QUICK REFERENCE attend (newspaper art director, could not coordinate her time and fashion stylist, father died just before workshop started). A new potential participant signed on, an urban planner in her mid 30s. This was the last day that the workshop was open to the public. This attendance numbers represent a 69% positive response to the idea of being involved in the workshop. Two undergraduate design students attended, as well the coordinator of the Artist Assistance Program (PROA) of the Puerto Rico Museum of Art. Systematization was scheduled to start on the third day. A digitized version of the doctoral research map was presented Doctoral Research Map- PP.240- (refer to Appendices on the Portfolio of Evidence, p.240). 247, Portfolio of Evidence. Glossary cards of the terms used in the research (in order Doctoral research mapping at to establish a research vocabulary that could be shared researcher’s house (on wall), with participants, with words like situated knowledge and by January 1, 2011. At bottom, intertextuality, among others) were also given out that diagram of the same map in digital version. Both at the Appendices day for potential participants to take home. The whole section of the Portfolio of Evidence. presentation was interactive and was engaged as a table game. At the end of the presentation those that decided to commit to the workshop signed the consent form. It was very important that participants understood what was expected from them and the nature of the investigation. The consent form included a confidentiality clause, since the next day the tools were going to be presented and also there was an ethical obligation to protect other participants’ confidentiality Supportive Document 77  given to the potentially politically sensitive nature of the information shared by participants. Potential participants were more responsive to the glossary cards. They were interested in the doctoral map, although they found it contained too much information for them to comprehend. Architect Mignucci supported the researcher as an interlocutor. It was important to explain how Post- colonial, Post-modern and Social Science theories and methodologies backed up the research, as required in the open systematization process (p.68 in this Supportive Document). Also, it was discussed how the RTRP toolbox was an artefact that helped the user to think and how the activity was a design-led, open transdiciplinary research. The researcher started with Haraway’s concept of situated knowledge (1988), and went on in a non-linear format, putting glossary cards on the doctoral research maps. There were two printouts of the doctoral research maps to give more individual access to the material. Participants felt comfortable picking up the glossary cards and maps. Everything was done in a low-technology (lo-fi) manner, analogue way without the use of computers in order to reduce technological ‘noise’ and to offer a neutral space. Also it was an opportunity to show the tool At Hand, which consisted in putting to positive use what the researcher had available as a way to tackle her constraints given in her limited financial resources (the researcher had no funding for the workshop or any part of the research). • [Wednesday 16] Introduction to the Real- Time Response Planning (RTRP) Tools and Explanation of the Research Methods (First Stage): These participants will be referred to as P, followed by a number based on the following list. Profile descriptions of participants as follows: 78 Professional Doctorate  P1. Art director at an ad agency (mid-late 40s) P2. Experienced designer, having completed postgraduate degree, recently retrenched and freelancing at that moment (mid 20s) P3. Fashion designer and store owner (mid-late 30s) P4. Community psychologist currently researching area in behaviour and technology (mid 50s) P5. Multimedia producer and film editor (mid -late 20s) P6. Design activist, involved in grass-roots organizations (mid-late 50s) QUICK REFERENCE P7. Industrial Design student, undergraduate and freelancing at the moment (mid-late 20s) P8. Artist and graphic/multimedia designer (mid-late 20s) P9. Urban planner, recently back from Barcelona, Spain (mid-late 30s) The First Stage Method- PP.38-81, Portfolio of Evidence. The introduction to the Resilience Theory and the toolbox The Behaviour Over Time Graphs took place on this second day. There was also a short (BOTG) include the researcher’s task, introduction about the research methodology to be used in successes and failures using the both research stages. Emphasis was on the first stage since RTRP tools. the next meeting, Systematization, would be explained in depth. From the first research stage, the registro (Portfolio of Evidence, p.48), the graphical timeline (Portfolio of Evidence, p.41) and the Behaviour Over Time Graph (Portfolio of Evidence, p.45) were shown in order to give participants graphical evidence about how the first stage of the research was done, and how the researcher interacted with the RTRP Toolbox. The initial findings of the first stage of the research were also shared with them. Although there was an orientation about the nine tools and their use, there were no training activities. It was important that the tools were interpreted by the users, so as not to fall into cultural dirigisme (refer to glossary, p.120). The researcher, as the main guide, made this position clear to Supportive Document 79  all participants. In this way, the tools would be used in the participants’ contexts and it could be determined how effective they were as part of a Participatory Action Research. The assistant guide, Mignucci, drew relationships between the first-day concepts (definitions of terms like situated knowledge and intertextuality, among others) and the tools, and how these concepts migrated to the operations of resilient design practices. The researcher made the connection to her design practice and encouraged each participant to do the same with their own practices. An example of each tool was given based on the actual experience of each participants, from producing design bags with local seamstresses to dealing with power struggles with other designers in a creative team: “My materials are from Utuado [rural town] and I work with a local seamstress… it gives an edge to the work”, P3 said, referring to At Hand and its connection to situated knowledge. For example, tools as Intertextuality, At Hand and Anchored, were connected to Haraway’s situated knowledge; Fast Feet and Diversification tools with Derrida’s différance and Foucault’s heterotopia. “I can see that At Hand is not only physical but metaphorical, since I deal with people with different levels of education” P7 said. Mignucci explained how common it was for architecture students to present design projects that needed cutting-edge technology from Europe which is unavailable in Puerto Rico, so there was no act of Anchored in the place. The concepts of formless (Krauss and Bois, 1997) and Rosalind Krauss’ expanded field (1979) backed up Diversification because it was a border-crossing operation and it helped with how one inserted oneself in a transdiciplinary team; also working with users is an act of a diversification operation. “Because of the [economic] crisis, the art director is not there any longer, so now we have to do both the creative [work] and [the] art direction”, P1 shared. Participants discussed how diversification was lacking in 80 Professional Doctorate  how designers are trained (locally) and that it is commonly recognized that design education promotes specialization. Thriving was seen as space for possible design innovation by participants and the guides. They all agreed that thriving provided an increase in self-confidence that lowered stressors and enabled them to focus on creative solutions. “I was interested in participating because it is a pedagogical inquiry that can be shared, it is powerful and shows how it can change under the wicked problem we are living in“ (P3). 5.6 Narrative of Systematization Events QUICK REFERENCE • [Thursday 17] First step: Design Planning After thoroughly explaining the methodologies of Systematization and the researcher’s role, the first step was initiated: to ask participants if they agreed on the need to systematize experiences in design practice in Puerto Rico and to share the story with other designers. Video and Video Transcript- PP.255-373, transcript scene selection are available in the Appendices of Portfolio of Evidence. the Portfolio of Evidence (p.255). Participants had different Full transcript of the video’s ideological values concerning the political aspect of the audio available in the Appendices toolbox. They were not comfortable with the idea that the section of the Portfolio of Evidence colonial reality was the main adverse event, although they document. did recognize political and economic hardship. P1, P2 and P5 were concerned about the colonial political character of the question, and P6 and P9 were more at ease as interlocutors, since they were able to translate the political element more into a discourse of power than a specific colonial discourse. P4 was also an interlocutor in separating the researcher’s stressors from the participants’ activity. The researcher at most times was a listener, since the conversation was mostly between participants about how to deal with the toolbox and how to introduce it to their practices, how they viewed power struggles, reflected on their practice and articulated design methods. Participants had clear expectations about the final result, which was to be the design of a physical artefact (paper Supportive Document 81  prototype) meant to disseminate (teach others) their new knowledge. They also understood clearly that the Systematization research question was: How to design artefacts that display strategies to address problems quickly in a tough, elastic, flexible way with resilience and the ability to adapt? For the next session they were told that they should mark their level of competency (based on Carver’s model) and at the next meeting, they were to build the data-timeline of how the tools interacted with them and share their experiences in their practice. The instructions for the registro (their reflective logs to be used in the collective timeline) were: 1. Document what happened (they could bring photos, drawings, diagrams). 2. This was an activity about remembering the RTRP tools in their practice. 3. Only work with events or actions that affected the experience systematization. 4. Include subjective perceptions. 5. Be aware of the social, political and economic stressors. The timeline registro was used to record how the RTRP toolbox was used as support for the inquiry. It was meant to record the systematization of the experience of using the tools. It was a collective presentation in order to compare each participant’s experience. Additionally, they were also asked to document the result of using the tools to tackle their adversity, the RTRP tools they used and how they used them. The registro was also used to log the result of using the tools and to evaluate the efficacy of their resilience. The last request was that they make recommendations to improve the tools’ usability and that they share their new knowledge acquired with the tools. In retrospect, the researcher recognizes that the last request 82 Professional Doctorate was confusing because it combines different types of entries: the tools usability and the tools level of maturity in terms of self-learning. It was very clear that at the end of the session, based on participant responses and conversations, the toolbox was no longer owned by the researcher. The participants were highly motivated and started showing a sense of ownership (responsibility), that is, they knew their own inquiry was going to be used in the researcher’s research. They were convinced that their opinions mattered to the researcher and the rest of the group (a Bünd manifestation). They left that day with a sense of mission. • [Saturday 19] Second step: Creation of  Collective Timeline This section lasted four hours. Photos (p.173), video and transcript scene selection is available in the Portfolio of Evidence (p.262). Each participant was asked to insert his/her entries in a collective timeline registro, laid down on a table, for them to insert the reflective logs as requested in the last session (fig.8). P3 could not attend, but because she was using the toolbox she was able to complete the registro and make decisions concerning her issues at the store. She gave her data to the researcher so that it could be inserted in the collective timeline. P5 did not attend either. One of the participants, P4, suggested that each of them speak briefly about the experience. The group spoke about completed tasks, despite their adverse events. P6 proposed that an additional tool was needed, one that could help a leader remind his group how to reconnect with the task’s purpose. Supportive Document 83  Fig. 8. Final collective timeline registro with the RTRP toolbox. Coloured Post-it labels were assigned so that participants could write their entries as follows: Magenta - Adverse event (could be more than one, they were numbered). Green - Tools they used. Blue - Strategies (how they used the tools). Yellow – What happened after using the tools. Orange – Results using Carver’s levels of competency in three areas (practice, economic and emotional). Pale Yellow - Last request: context in which the tools were used, the positive and negative properties of the toolbox, recommendations and new ideas for the toolbox and new knowledge. The researcher did not make the purpose of the timeline’s last cells clear enough (last request) as regards the positive properties, errors, and new knowledge she was referring to in the use of the toolbox. Therefore many participant entries were Reflective Practice entries. The researcher made a note to the group about the misunderstanding, but participants thought that it was an added value, so the entries were included. In others words, although it was not requested, participants wrote entries concerning reflection on their behaviour during their decision-making process to tackle adversities in their practices. A summary of the Systematization timeline (showing a simple tabulation of the RTRP tools used by the participants in a 48-hour period) and Reflective Practice entries are shown in the Portfolio of Evidence, pp.174-175. 84 Professional Doctorate  It is the researcher’s point of view that the participants’ Rauxa/Seny was their main driver, that is, the creative reasons that motivate them in a coherent action plan. This was confirmed by P6 when he said that “the toolbox’s purpose was to focus the user” (remind the users what the main plan was and the methods to act on it). The more they used the Situational tool set, the higher the possibility of them succumbing, but they still had the learning opportunity to modify behaviour if they used the Situational tool set with the Dispositional tool set: “I kept to the plan. I was able to handle different issues in different QUICK REFERENCE practices” (P7). The researcher marked the differences in the participants’ definitions of the tools, because they were broad, Publishing and Script. Publishing was used proactively by Mignucci and reactively by the researcher. As with Script, participants used it as a proactive organizer for everyday activities, but for the researcher, the Script Paper Prototype - PP.176-183, tool was a plan to use when a burnout situation may Portfolio of Evidence. occur. Also, P3 agreed with the researcher’s association of Photo documentation of Anchored with Rauxa/Seny. The Intertextuality tool is as participants’ paper prototype and strong as a decolonized tool and innovation because of its comparison to the first digital relationship with situated knowledge and the concepts of mock-up in the Portfolio formless and heterotopias. Still, it was the tool least used by of Evidence. the participants, which might be explained by P3 and P6’s’ observation that “We don’t collaborate.” Participants were asked if they agreed that there is a need for an RTRP toolbox during semi-structured interviews. The answer was affirmative (refer to DVD or transcript of systematization video in the Portfolio of Evidence, p.255- 261). However, the researcher acknowledges that this is a leading question and in hindsight should have rephrased the question in a non-leading way. It seems that to younger participants the RTRP toolbox was a way to organize their work plan, and for the older participants, it was also a way to reflect on their own Supportive Document 85  behaviour. In conclusion, the tools served as a way to make effective decisions under stressors (refer to DVD or transcript of systematization video in the Portfolio of Evidence, pp.262-332; also, refer to tables of Summaries, pp.174-175). • [Monday 21] Third step: Synthesize lessons The researcher revisited the Systematization research question agreed on the first day of systematization (Design Plan), and discussed it. The research question was, how to design an artefact that displays strategies to address problems quickly in tough, elastic and flexible ways, with resilience and the ability to adapt? The researcher had made it clear to the participants that the designer’s life was part of the design brief in this research. Still, the researcher thought there was a need to remind participants that it was important for them to focus their experience with the toolbox (fig.8) on their practice and how it contributed to such, in order to communicate this new knowledge to others. This was done with the purpose of focusing the conversation of the Synthesize lessons in the designer as a person in practice and not on personal issues that do not concern the practice. The following equation (fig.9) was explained to the participants: Experience (RTRP) ---->What for (purpose) = Design the Toolbox paper prototype [Accomplish the task in practice] [Communicate it to others] Fig. 9. Equation for participants to focus on the PAR inquiry, February 21, 2011. The researcher reminded participants the wicked problem context they all shared by offering objective facts of adverse events during the 48 hours during which they had used the toolbox. This included a major bankruptcy of a national pharmacy that left 700 people literally on the street, since employees were notified in a note hanging on a closed door; 86 Professional Doctorate 40 personal bankruptcies and other specific social and economic adverse events. As a citizen designer, if the only tool used was At Hand, then there was no plan, consequently no opportunity for resilience or thriving because it meant the designer was too busy reacting to adverse events without a strategic method. At first sight this can be a effective tactical move but it is not an effective strategy in the long run. There is a need for coherent thinking between practice and context, as PAR’s Triple Self-Diagnosis and the Systematization guidelines require. Therefore, the participants needed to be accurate and precise in extrapolating the abstract concepts used (post-colonial, post-modern and social science) and their tacit knowledge, but also aware of their values, cultural bias and ideologies in order to design an artefact that would help the user to think strategically in real time, thus promoting a resilient behaviour (refer to DVD or transcript of Systematization video, in Portfolio of Evidence, line 1332, p.345 to line 1419, p.352). The researcher designed four key questions (table 1) in order to be able to create a design brief from the Synthesized lessons that, according to the Systematization iterative process, was the third step. Question number three was only for the researcher, but it was shared with participants. Questions one, two and four were answered collectively as part of a reflexive process. All participants agreed to answer all three questions (refer to Portfolio of Evidence for three additional tables of Summaries, pp.174- 175). Supportive Document 87  A summary of Synthesized lessons of the RTRP toolbox is presented below in Table 1: Researcher’s Their Their Their Their Their To do To think To believe Type of external events Questions attitude values beliefs expectations needs 1. What Curious, To be Empower are the interested proactive designers; participants’ to reflect in order to Provoke attitudes, on the accomplish in them a values and experience the task shift in beliefs (self- despite their about the critical) adversity paradigm inquiry? 2. What do Be effective To participants and innovate; expect predictable; New and and need Make the better from the process strategies researcher’s transparent; and product? Provoke methods; innovation; To explore That others new can use it; ways; The Focus strength opportunity both on the to create individual and new to help others knowledge as leader to focus; Systematize personal methods; Organize priorities; Establish concrete strategic 3. What does To objectify How they can It can be the researcher their communicate taught and want them to experience their tacit it can; bring do/think/ (express it knowledge with change believe? in concrete tools to others form) 4. What are the A place that does not participants’ foster the education conceptions of of sharing tacit their knowledge context? Table 1. Summary of Systematization’s lessons to be used as design brief. These lessons meant that the participants were reflexive and critical of their decisions. They wanted the same experience for the users, so they required that the RTRP toolbox make the users’ process transparent in order for users to acquire new knowledge and improve their higher learning and thinking under stressors. They were aware that their context 88 Professional Doctorate  does not foster collaboration or sharing of their individual strategic solutions. • [Tuesday 22] Fourth step: Participatory Design The researcher also asked participants to create diagrams based on one of the tasks from their previous timeline registro. Video and transcript scene selection is available in the Appendices of the Portfolio of Evidence (pp.255-373). The purpose of the inquiry was to see if it was possible to pick up certain activity patterns that anticipate the choice and use of the RTRP tools in order to understand QUICK REFERENCE their outcomes. In the diagram it was requested that they include objectives and steps to achieve them, and identify the RTRP tools used. The purpose was to give consideration to the question “how does the RTRP tool work?”, and “how is it organized by the activity of the user?”. This meant to consider the order of importance given to the tools by the RTRP Comparison - PP. 204-221 , researcher (refer to Portfolio of Evidence, pp.84-85). The Portfolio of Evidence. exercise was intended to address these questions: IDEO Design for Social Impact Guide • Can the RTRP function be produced by the tools in was compared to Bounce and Design a different order of importance as given by another Toolbox (RTRP colloquial name) designer? Is it not predetermined? by the researcher’s two studio • Do they have different levels of maturity? assistant designers. • Are the tools used always in the same way, or do they mutate? • In what type of situations are these tools more effective? In order to use the RTRP in real time, users do not need prior experience in Schön’s Reflective Practice methodology because the toolbox usage, according to the participants’ experience, promotes reflection-in-action and on-action by itself. However, according to the Synthesized lessons of the RTRP toolbox, users need to have a willingness to be reflexive and critical about their behaviour during practice. The understanding of their decision-making process and the making of resilient behavioural patterns was a result of the RTRP tools’ effectiveness. The tools’ reflexive methodology Supportive Document 89  promotes that users articulate and learn from their experiences ( refer to Portfolio of Evidence, p.214). Very few participants were able to do the diagram activity. Some did not understand the mechanism of the diagram and this caused tension among the group. The researcher decided that the diagram activity was not successful, so she moved quickly to address the other issues of the research, in order to achieve the workshop’s objective. The researcher decided to apply her Fast Feet Play and At Hand tools, and to discard the diagram, as proposed by the Systematization methodology (refer to section 4.8 The Iterative Process of Systematization, p.68, in this Supportive Document), to take into account the participants’ opinion about the choices of inquiry methods. In a group discussion she asked the group to be in charge of the design as users and co-researchers. In retrospect, the researcher should note that at the time (February, 2011) she was not aware of the Activity Theory that would have helped her to prepare this activity more successfully. One of the participants, P6, proposed to use IDEO’s Brainstorming technique. An important thing happened: the researcher, relinquishing sole creation, accepted this immediately but P3 asked: “I think it is important to ask first if P6 wants to do it and if the group wants him to do it.” This is an example of democratic behaviour, or paraphrasing Concepción (2011), one of the properties of citizenship is to participate in decisions in public spaces; others are to be reflexive and have a feeling of ownership in the group activity. ‘According to Diaz (2004) there are three psychological components to be developed by the person to take the empowerment: the belief in their competence, striving to implement control and understanding the political apparatus that contextualizes its action’ (Concepción, ibid, p.98). 90 Professional Doctorate This day of the workshop was a landmark that validated the chosen method of Systematization and the researcher’s adaptation as the most appropriate,because it drew on a decolonized framework. Designing the RTRP involved some pitfalls because it forced a position on the researcher as the only authoritative voice - a learned behaviour from the colonizer, the one who infantilizes the natives: ‘Modern states territorialized meaning by manipulating languages, education systems, myths, symbols and narratives’ (Hobsbawn 1990; Anderson 1991; Paasi 1999). This infantilization is a method of repression. It is commonly used by imperial states and it still remains latent in colonial territories and post-colonial states. Infant’s etymology is revealing. The etymology of the word “infant” is revealing: in (not) + fant (from the verb fari: speak, tell) = unable to speak. United States citizens in Puerto Rico are not given all the constitutional protections that a United States naturalized citizen has, for example voting for the President (Jones- Shafroth Act, 1917). ‘Naturalization is the process by which U.S. citizenship is granted to a foreign citizen or national after he or she fulfills the requirements established by Congress in the Immigration and Nationality Act (INA)’ (Department of Homeland Security, 20914). Puerto Rico lacks sovereignty, or seen through the Resilience Theory, has a low Locus of Control which prevents a national Sense of Coherence. ‘Perhaps the biggest harm perpetrated by the United States against the people of Puerto Rico can be labelled as a crisis of self-confidence [..] that they [believe] lack the intellectual and moral capacity for government’ (Malave, 2002, pp.417-418). Supportive Document 91  • [Wednesday 23] Fourth step: Brainstorming (was originally the Discussion of Paper Mock-Ups)  Originally this session was to involve discussion of mock- ups, but instead it involved brainstorming, to design as a group one mock-up that would correspond to the brief (refer to Portfolio of Evidence, p.176). The previous day’s events prompted this change. P6 was in charge of this activity as decided in a collective manner. P2 was not able to attend. At the end of the session the group was able to achieve a simple and basic paper prototype. At the beginning of session the researcher reflected on P3’s question about designers as citizens (“I think it is important to ask first if P6 wants to do it and if the group wants him to do it.”) in relation to Freire’s Liberation Theology, democratic participation and governance. A student intern participated for the first time, sharing his ideas about the possible design of the artefact for the toolbox. There was a discussion about Intertextuality as a way to innovate, because it was a tool for sharing with others and involving other areas of knowledge. They also established design parameters for the paper prototype: 1. An instructions section. 2. A glossary of tool traits and main concepts. 3. The cards in three versions: stand-alone, pocket and booklet format. 4. A tool topology map. • [Thursday 24] Fourth step: Creation and Presentation (was originally only the Presentation of Mock-ups )  Originally, this session was focused on the presentation of the final mock-ups, but it became the day when the paper prototype was created. There was short discussion about the lessons learned from the Systematization approach and the group went over the design parameters from the day before. At the end, the group presented the paper prototype (refer to Portfolio of Evidence, pp.178-183) to 92 Professional Doctorate the researcher. The final conversation was about the role of colonialism and its long-lasting effect on Puerto Rico: local education promotes a culture of employees versus business ownership, to be a consumer instead of a worker, and does not promote the growth of national businesses because international market relationships are controlled by the United States. Plus, the design market is limited to two types: ad agencies or graphic design in web and print. There is no service or product design. Participants recognized the strong political nature in design praxis, and how their systematization experience with the RTRP toolbox was open to active interpretation by other users with different contexts of experience. In itself this was a political act. This was a change of attitude towards political context, because at the start, participants were not comfortable with the idea of the political aspect of the RTRP toolbox, although they did recognize their political and economic hardship. They were more comfortable at that time with any discourse of power rather than the political role and its effects on design practice. Individual specific questions were given by the researcher for each participant to answer. P5 did not attend due to her work schedule, but did respond to the researcher’s questions by email. As a result of this workshop process, the prototype was revised into a working RTRP Toolbox, by the researcher’s design studio. Some of the questions to, and answers from, participants were: P2 -What tools did you use primarily to get here today? Script, and I used it because it organized my day to enable me to achieve all my commitments. P1 - If you think this toolset can help other practitioners, what does it say about designers and their role in society? Designers can create tools for any type of practitioner. P3 - Do you think that locally we don’t have Supportive Document 93  industrial designers or design firm owners because we are not taught to be proactive and empowered? Proactive is to move into action under adversity, empowerment is to have the courage to express ideas. The answer is yes! P9 - This experience, did it help examine, focus or establish strategies in this period of change in your life? To examine my strategies yes, without a doubt. P8 - Do you think the RTRP tools are used the same way or they mutate? I think they have the capacity to mutate, but a longer period of user testing is needed to compare it to different levels of adversities in order to extrapolate mutation patterns (if any). P7 - What is the difference between using the RTRP tools at work and at the University? Definitely there is no difference. In both scenarios I find adversities and in both I design. 5.7 Conclusions of the Systematization Workshop The RTRP toolbox promotes empowerment, aided by the tools being formless. “The tools are flexible enough to adapt to the users, they even can add their own tool” (P4). The workshop saw the following questions answered: • Will other designers agree about the need for an RTRP toolbox? The answer was affirmative (refer to DVD or video transcript in Portfolio of Evidence, pp. 333-364). • Can a resilience workshop be conducted with successful outcomes in an adverse environment? Yes, if you have Bünd, a group that is inspired by their goal in such a manner that they have a sense of mission and ownership. Participants in the Systematization research need to recognize beforehand: ‘...that one has 94 Professional Doctorate  been marginalized, excluded and oppressed, and this must be accompanied by reflection, which seeks to understand how one has been stripped of power,  then how to face this situation and to transform that reality’(Concepción, 2011, p.98) . This was evidenced in the last group conversation on Thursday 24 (p.91, in this Supportive Document). • Given the negative impact of the colonial status on the designers’ Locus of Control, is it possible to perform successful PAR and PD without the influence of the colonizing machine? Yes, the Systematization workshop became a temporary raft, a space for the group to meet in a coherent environment where they did not feel threatened, but the researcher does not know if this has lasting effects. ‘When people are not aware of the social dynamics that they are involved in, when the victim and the victimization are seen as a natural and inevitable condition, especially, when the victim has the illusion of being a free citizen in a democracy, raising awareness of their status as oppressed is very difficult’ (Gill, 1998). Further exploration of social-political factors is beyond the scope of this research. 5.8 The Limitations, Recommendations and Confirmations of the Systematization Study There are three key limitations of this study: 1. The investigation involved a heterogeneous group. Although they all shared a graduate educational background, were urban residents and most of them were well travelled, they all came from different social backgrounds, ideologies and customs. The participants are not necessarily representatives of Caribbean or Latin-American designers, neither can they claim to be representative of Puerto Rico’s design community. Supportive Document 95  The criteria of selection was based on availability of designers, design students and design educators. It should be noted that this is a small community, according to a 2011 report: out of 1, 889 creative industry businesses, only 15% are design related (293) (Hernández Acosta,2013,p.21). 2. The group was engaged with the RTRP toolbox for a limited time. This was very different from the experience of the researcher, who monitored engagement for seven months, therefore cross- comparison during a long period of time was not included in the research. 3. The tools worked in the specific context of the workshop. Participants were able to become a Bünd, understand the tools and their needs, and completed a paper prototype, but the researcher cannot assure this is repeatable in all other circumstances. Monitoring the tools in longer sessions and in other circumstances is needed in order to see if the outcomes are predictable. There are two recommendations: 1. Monitor the RTRP toolbox with geographically different groups, first with Caribbean and then Latin- American communities. 2. Expand the engagement period with the RTRP toolbox to two weeks, in order to better develop skills for its use (this was done in a limited study, refer to the comparison with IDEO’s Design for Social Impact in the Portfolio of Evidence, pp.204-221). The following points were confirmed with the first section of the research: • The resilience tools coincide with many factors of thriving and resilience under the Resilience Theory. • The RTRP toolbox cannot change the distressing effects of a context of political repression at a macro 96 Professional Doctorate  level, but it can help teach resilience and improve the chances of its users to thrive. • The findings of the first section of the research confirmed that the most important benefit of the resilience method of the RTRP toolbox is that it helps users feed their Sense of Coherence and Locus of Control through Self-Efficacy, and for that reason, it retro-feeds their Personal Causation and Stamina. For all findings, refer to section First Stage: Effects on Researcher’s Practice (in the Portfolio of Evidence, pp.160-161). • RTRP is axiological (Archer, 1980, p.33), but it is not a messianic toolbox (a “saviour” solution). It is not an all-inclusive solution to prevent designers from succumbing to adverse situations. • RTRP is a set of tools that encourage the user to act and operate at a personal and localized level (insightful and sensible to the historical context). • In a society such as the researcher’s, where education and design jobs are being eliminated, the importance of the Rauxa/Seny and Anchored tools is heightened under constant adversity as living conditions deteriorate. These tools are pillars that allow the other tools to help the designer withstand adversity. Rauxa/Seny belongs to the Philosophical set (the users’ world-view, the meaning of their life) and Anchored to the Dispositional set, users self-worth. The loss of a job and prolonged unemployment will deteriorate the way the designer sees himself/herself. This might affect their sense purpose in life, and therefore the handling of such stressors. The eventual loss of stamina, the will to continue, might be diminished; therefore, designers might succumb under their adversities. 5.9 Systematization Workshop Findings The researcher has come to the following points of understanding (refer to table 4. Summary of RTRP Supportive Document 97  Systematization achievements, difficulties and unexpected results in the Porfolio of Evidence, p.184): • The Systematization method is effective as a decolonized framework. Politically, it was an effective decision to co-design and co-research with users, so as to avoid a cultural dirigisme issue, since the design communication platform is not ideology free (refer to the postcolonial paper in the Portfolio of Evidence, pp.116-134). The research methodology needed to be deconstructed and critically approached in order to be effective in a non-emancipatory environment. The Systematization method allowed participatory decision-making, therefore it is not a secluded methodology, on the contrary, it is by itself an Intertextual tool. • The failure of the diagram activity proved that Systematization works through a renegotiation of the methods that participants are comfortable with. As proposed by the Systematization methodology, the researcher took into account the participants’ opinions in the choices of inquiry methods. In a group discussion she asked the group to be in charge of the design as users and co-researchers, not as passive subjects to be studied. In a colonized environment (this research context), the decision-making process by a participant and, at the same time, the encouragement to be proactive in a collective manner, is in itself an achievement. Colonized profiles respond to authoritative (kinship) figures, do not make decisions (not proactive) and tend to be individualistic (not collective, therefore more isolated). There are different possible methods to research the toolbox and once participants are aware of what they are trying to achieve, Systematization allows the participants to select the most appropriate research method. • The Bünd dynamic is essential for Systematization to be successful under political and economic hardship. 98 Professional Doctorate • There is a need for an RTRP toolbox, according to the participants. • The RTRP toolbox dynamic provokes Reflective Practice, according to participants. • Tacit knowledge was made explicit and the group was able to create a final paper prototype in a short period of time, under political and economic stressors. • Resilience can be taught as stated in the review of Resilience Theory literature and made evident in the participants’ responses in the timeline entries (refer to the summary of the Systematization timeline and the Systematization Reflective Practice entries in the Portfolio of Evidence, pp.174-175). • RTRP toolbox might be able to migrate to other practitioners; this means that designers have a strong and active role in society as political actors. • RTRP toolbox helps users focus on their life and plan their practice, “To jump-start the strategic, no doubt” (P9). Supportive Document 99  SECTION 6 USER TESTING, PROTOTYPE, COMPARISON & PEER REVIEW 6.1 Practice-Based Research in a Contextual Inquiry North American artist Donald Judd wrote the essay Some Aspects of Colour in General and Red and Black in Particular (1994) about colour, artistic education and artistic activity. He argued that although colour theory should be taught early in the student’s academic career, this explicit knowledge does not become practical (tacit) knowledge until it is actually practised: ‘There is a limit as to how much an artist can learn in advance’(Judd, 2000, p.92). Judd’s claim is consonant with practice-based research although, he bluntly restricted the teaching of art to practicing artists. By the same token, he was critical of artists who could not articulate their practice. ‘This is part of what is wrong. This is partly why the integrity of art is steadily diminishing. There cannot be an education of artists that is distant, distorted, and institutionalized with the expectation that in five or ten years a good artist will result. The result is another institutionalized new teacher’(Judd, 2000, p.92). Judd later commented how colour, as knowledge, paraphrasing Joseph Albers, is both subjective and objective (Judd, 2000, p.98). Judd’s thoughts echoe in practice-based research, which has a strong contextual method of inquiry. As in practice-based research, the researcher tested the working prototypes in a working environment and also, as in open transdiciplinary research, they were presented to diverse professional communities. 100 Professional Doctorate  6.2 Working Prototype NEW QUESTIONS: According to the final step of Systematization, which is How to improve the to disseminate the experience and its lessons, a working affordance of the prototype was created from the participant paper prototype. RTRP toolbox The researcher’s design studio created the working prototype (Bounce & Design)? of the RTRP toolbox, now called Bounce & Design (B & How does the RTRP D) (refer to Portfolio of Evidence, p.190). It is aimed at toolbox compare designers who did not take the Systematization workshop to other socially so it can be tested in a working environment in order to responsible make any necessary adjustments. The researcher has plans design guides? to eventually publish the Bounce & Design (B & D) toolbox, which is based on the RTRP model. Will practioners from other fields agree on the need Two working prototypes were created after the for the RTRP toolbox Systematization workshop (refer to Portfolio of Evidence, in design practice? p.186). Adjustments were made after two user-tests (refer to Portfolio of Evidence, pp.187-189). NEW MOTIVATION: The B & D toolbox included a set of cards of the nine tools, Improve the divided into the four sets (Polk, 1997) discussed in the toolbox design (its Portfolio of Evidence (pp.26-33): Philosophical, Dispositional, articulation) and Publish to peers Situational and Relational (named as such by Polk). In the as Intertextual same order as listed, their definitions can be summarized as & Diversification follows: user’s world view, user’s self-worth, user’s problem- actions. solving skills and user’s roles in society. The four sets were colour-coded for visual identification and also a tool topology map was included. Supportive Document 101  In order to encourage designers to use and engage with the RTRP method, three systems of usage were designed for the toolbox working prototype, according to the Systematization findings: • A folding system for quick selection (learning stage, designed to familiarize the designer with the tools). • A one card system in which every card can be attached to others (for building the visual tools in order of importance and enabling the user to order the tools according to their perceived importance. • A pocket version. One blank card was also included with each system, so the designer can identify his/her own tool, as a product of a reflective practice. Each card had a brief description of a tool and what it is used for. Also included were the tool’s benefits (in reference to Resilience Theory factors and their relationships with the nine tools), so the designer could easily start relating them and learning how they interacted and promoted resilience behaviour. For example, in the Publishing tool card: Show others what are you are doing. Allow them to see your reflections on both, process and final artefact. If you don’t document it, it will be like it never happened. Remember that problems grow in the dark, so you can also use the Publishing Tool as an instrument to get problems out of the closet, in order to debilitate them and solve them. Benefits: Increased sense of coherence, hardiness, self- efficacy and locus of control. The Bounce and Design toolbox also included a glossary with the description of each benefit (tool traits: resilience positive outcomes). Two examples of tool benefits: 102 Professional Doctorate  Self-Efficacy Resilience Theory (Bandura, 1982; Maslach & Jackson, 1986) The way we visualize ourselves is related to how we feel about our achievements. By living our lives purposely, we diminish the risk of burning out and we boost our stamina. Applies to Dispositional Tools. Sense of Coherence Resilience Theory (Antonovsky, 1979) QUICK REFERENCE Consists in having a sense of direction. It’s like a personalized guide that shows us ways to embrace life. Applies to Dispositional Tool A glossary of Postmodern and Social Science terms linked to the design practices was included. For example, Foucault’s heterotopia concept is explained as follows: Is the relation between the real society and the ideal one, and how it is manifested in the public space. It can be seen as your balance between your design vision and the solution Working Prototypes PP.186-193, space. Portfolio of Evidence. Photos and sketch documentation The Bounce & Design toolbox includes a set of instructions in the Portfolio of Evidence. about how to use the tools with the three systems, carefully Users’ observations allowed a new not falling into cultural dirigisme (refer to Glossary, p.123) review in the editing of the text but promoting an active interpretation through the designer’s with reading by a comprehension context of experience. educator, so it could be more effective when teaching resilience to the user and to strengthen There are further adjustments to be made in order to further the educational objectives of clarify the three systems to the users. A third working empowerment. prototype is in development and a mobile version is being considered. Adjustments are being made in the realm of affordance (graphic design considerations and semantics) to improve the educational elements of the RTRP toolbox. Supportive Document 103  6.3 Comparison to Another Guide Two designers/research assistants from the researcher’s studio agreed to participate in testing IDEO’s Design for Social Impact Guide (DSI) (2008) and the Bounce and Design Toolbox (RTRP Toolbox).IDEO’s Guide was chosen because it shared with RTRP the goal of gaining social capital and it focused on clients with economical constraints (refer to Portfolio of Evidence, pp.204-221). The comparison confirmed again that the RTRP model is a method of nine tools that through thinking skills improves a person’s ability to acquire the skills of resilience and thriving behaviours. Therefore it aims to nourish the designers’ tolerance towards uncertainty and to build their stamina. This is done by the activation of self-mentoring (learned resourcefulness and resilience factors) when facing a good chance of getting hurt. User D2 stated in her comparison how difficult self-confrontation was but how it allowed her to achieve her goals (refer to Portfolio of Evidence, p.214). Resilience is coping, the behaviour that allows the user to stay in position, not to succumb, but to resist and handle tasks successfully despite stressors. ‘People who succeed in regulating their internal processes during difficult situations, [...] acquire the skill of self- regulation. Next time a difficult situation arises, they are more adept at regulating their internal processes and are thus better able to respond effectively to the situation’ (Van Breda, 2001, p.47). 6.4 Presenting Research to Others Three peer review sessions were organized by the researcher to present the research Developing Methods of Resilience for Design Practice to diverse professors and professionals. They were educators from New York City, United States (March 7, 2012); architects from the School of Architecture of the Polytechnic University of Puerto Rico (March 23, 2012); and psychologists, School of Social Science, University of 104 Professional Doctorate  Puerto Rico (March 28, 2012). The last two sessions were open to the academic communities in accordance with the RTRP open transdisciplinary research model. Peer professions were chosen on the basis of their relation to the theories and framework of the research: Design, Social Sciences and Education (for more details on the three peer review sessions, refer to Portfolio of Evidence, pp.222-235). All participants agreed that B & D made a contribution to design practice, that the research was credible and that the Intertextuality tool was a key component to thriving. QUICK REFERENCE The researcher highlights the educators’ peer reviews given the educational intentions of the RTRP toolbox. The educators peer reviewers prompted the researcher to look for other resilience-oriented models in other practices that focus on the practitioner. The RTRP model is created for the adult designer who is already a practitioner or for emerging designers that want to improve their skills Print screen of Ustream’s video of third Peers Review at the University to handle adversities in his or her context. From the of Puerto Rico. This review was educational framework, students thrive by self-learning as video streamed to the Web. they improve the cognitive skills that allow them to move Link: http://www.ustream.tv/ forward. Cognitive skills is a group of conscious intellectual recorded/21422037 and emotional activities that includes self-regulation, focus, remembering, producing and comprehension of language, analyzing and problem solving, among others. The researcher reviewed educational and emergency management models. The following is a summary of this literature review: Many educational models promote resilience in middle school, like Meltzer & Krishnan’s Funnel model (2007) or the programme Drive to Thrive for teaching strategies of executive functions (a neuropsychology term) to elementary school students to improve their ‘performance on classwork and tests’(Meltzer, 2007, p.186). Supportive Document 105  These are theories that some resilience educational models have used to tackle elementary learning. The researcher found that these theories had learning strategy commonalities with RTRP in the following areas: • Executive Functions: the processes to selectively attend to specific information (prioritizing); to work with many types of information (shifting between approaches) and plan for that specific information (moving and sorting in order to organize it). ‘Executive functions also involve being able to select the appropriate response or behaviour while at the same time inhibiting inappropriate responses or behaviour’ (Tanner, 2009). • Emotional Self-Regulation: the ability to respond to stress. • Cognitive Flexibility: the ability to handle multiple pathways and multiple purposes when approaching problems (Spiro and Jehng, 1990). Other models reviewed by the researcher were those that handle high job stress in practitioners like nurses and firefighter managers. For example, the Stress Adaptation Model (Allen, 1991, cited in United States Fire Administration, 1991, p.47) is aimed at breaking the chain of physical effects that stressors might have on an individual. These are: • Cognitive Appraisal (perceived stress). • Emotional Arousal (feelings toward the stressors). • Mind/Body Connection (Fight/Flight Response). • Physical Arousal (body’s reaction to the stressor, like when the consumption of oxygen increases). • Physical Effects (the body’s chemical and mechanical activity, like trembling hands and cardiac failure). • Psychosomatic Disease (physical diseases like hypertension). 106 Professional Doctorate This model is recommended in the United States for firefighters by the Federal Emergency Management Agency, (FEMA, International Association of Fire Chiefs Foundation, 1991, p.47) in order for them to make correct decisions in a limited time and with incomplete information. Another model is Stuart Stress Adaptation (Stuart, 2009) for psychiatric nursing care. This model is intended for psychiatric nurses to identify patients’ patterns of coping responses. The Stuart Stress Adaptation Model includes ‘biological, psychological, sociocultural, environmental, and legal-ethical aspects of patient care into a unified framework for practice’ (Current Nursing, 2012). It is a method for decision-making in nursing care concerning treatment and the patient’s resilience skills. By reviewing these theories the researcher acquired additional data to improve RTRP’s articulation of the education of resilient and thriving behavior. 6.5 Conclusions During this period of the research four questions were answered. Those are: • Can the RTRP function be produced by the tools in a different order of importance, as given by another designer? Is it not predetermined? Yes. Two user tests in the comparison with IDEO’s guide showed a clear difference in the perceived order of importance of tools. So the order is not predetermined (Answered on RTRP Comparison in the Portfolio of Evidence, pp.204-221). • Do the Design Methods for Resilience have different levels of hierarchy? Yes, they do, although there were only two participants in the comparison with the IDEO guide, the use of the tools over time indicated levels of learning and interacting Supportive Document 107  with them. In a first level they became organizers and on a second level they changed into strategies clearly around user motivation (Answered on RTRP Comparison in the Portfolio of Evidence, pp.204-221). • Are the tools used always in the same way, or do they mutate? They mutate. It is common for designers working at the researcher’s design studio to use the tool names as a way to: 1) explain a situation and 2) describe the actions in a situation (in a client research). The tools are a cultural product that supports resilient-thinking behavior, but the studio designers’ adaptation reflects how they used them as a way to reconstruct and understand other people’s tasks (Answered on Resilience Toolbox in Use #4 in the Portfolio of Evidence, pp.198-203). • In what type of situations are these tools most effective? a. For unexpected adversity. b. For a resilient strategic plan. 108 Professional Doctorate Supportive Document 109  SECTION 7 RESEARCH FINDINGS- Final Conclusions The first objective of the research was to corroborate the existence of the RTRP tools by extrapolating the researcher’s tacit knowledge from her design and teaching practice under adverse conditions (refer to 1.2 The Discovery of Tools to Manage Adversity, in this Supportive Document, p.24). The researcher was the subject of the study during the first stage in order to examine the tools’ existence. The concept of resilience framed this stage. Her stressors were political. The research methods aimed at identifying and addressing adversity had to build resilience in a researcher that was suffering from political stressors. The findings of the first stage were that the tools were corroborated and adjusted as a strategic design thinking method, and during this process, an understanding of the appropriate research methods in a contextual inquiry about resilience was achieved at the end of the first section. The appropriate research method was Systematization of Experience, as adapted by the researcher. The researcher appropriated Systematization and made it design relevant by bringing Participatory Action Research (PAR) and Participatory Design into the process. A Systematization workshop was planned as part of the research to explore the appropriateness of Systematization and the effectiveness of the tools. Systematization was used to ensure that researcher’s and participants’ cultural beliefs, ideologies and values did not play a negative role 110 Professional Doctorate  EXPERTISE Two levels: 1. real time resilient strategic response 2. resilience higher-order thinking Fig. 10. Summary of RTRP model and its toolbox. MATURITY Orange is for Resilience Theory; Green is for RTRP toolbox; and Blue for RTRP model. Three levels: 2.survival 3.resilience 4.thriving in the process. PAR was used as the means for participants to research the RTRP tools in their practice (refer to fig.5. RTRP EVALUATION (resilience theory) in this Supportive Document, p.65 and fig.6, p.69). The Four levels: 1.succumb researcher was aware of the pitfalls of an expert-driven 2.survivial 3.resilience experiment, with the risk of her becoming the authoritative 4.thriving creative force. Likewise, the researcher and participants TOOLS TRAITS were aware of confidentiality issues concerning information (resilience theory) to be addressed in the workshop. PAR strengthens Nine shared: personal causation, stamina, locus participatory confidentiality as well as the risks of expert- of control , self-efficacy, sense of coherence, learned resourcefulness, hardiness driven situations with Triple Self-Diagnosis (Supportive and potentiality Document, p.66). The researcher focused the main question TOOLS SETS of the first part on the Systematization of the design of the (resilience theory) RTRP and the need for such resilience toolbox (5.6 Narrative Four behaviour patterns sets: of Systematization Events, Supportive Document, p.81). 1.philosophical 2.dispositional Then the researcher again made sure that this approach was 3.situational 4.relational relevant to design practice before participants started to synthesize lessons, which was the third step of the Iterative RTRP TOOLS Process of Systematization (Supportive Document, fig.9, Nine: rauxa/seny, anchored, publish,script, p.86). These syntheses were used as a design brief for the at hand, diversification, intertextuality, stealth paper prototype (Supportive Document, table 1, p.88). From mode and fast feet play this point on participants moved to PD. During this second stage, peer reviews with colleagues and user testing were RTRP SPIRAL MODEL also conducted. Four steps: 1. analysis 2. strategy 3. act 4. observe Supportive Document 111  Findings of the second stage: 1. It was confirmed that resilience tools can be shared and taught. This was a point of common understanding among many different designers, including those from Argentina, where some of the interviews occurred (in Portfolio of Evidence, p.55). Both research stages confirmed it. Thus, the researcher built the resilience design model (fig.10). 2. The researcher’s model is a spiral problem-solving process of four repeatable steps (refer to the RTRP Procedural Method in Portfolio of Evidence, p.83): 1. Analysis - Grasp the Adversity 2. Strategy - Choose the Tools 3. Act - Method (Tools’ order of importance) 4. Learn - Observe 3. The operation of the resilience design model, how the tools interact and are related to each other, was made explicit during the first stage and confirmed in the second stage with the use of the researcher’s Systematization version. As in Donald Judd’s statement about colour theory, the explicit knowledge contained in the Bounce & Design handbook becomes tacit knowledge when practised. 4. So there are different levels of maturity (learning skills for a strategic thinking). Using Carver’s Level of Competency, (Portfolio of Evidence, p.248), the levels of maturity are (refer to flowcharts of the toolset process in the Portfolio of Evidence, pp.98-102): (LEVEL 2- SITUATIONAL TOOLSET PROCESS) SURVIVING WITH IMPAIRMENT Solving the immediate adverse problem but being impacted and driven off track from design practice objectives. At this level, tools also can be used as a way to improve design methods. 112 Professional Doctorate  (LEVEL 3 - SITUATIONAL & DISPOSITIONAL TOOLSET PROCESS) RESILIENCE Solving the immediate adverse problem and staying on track. The designer acquires reflection skills, insightfulness of his/her social context. Therefore, the process improves social interrelationship skills and helps the designer stay on tracks. (LEVEL 4- SITUATIONAL, DISPOSITIONAL & RELATIONAL TOOLSET PROCESS) THRIVING Not only has the designer maintained his/her focus on the main design objectives, but she has also acquired multi- perspective reflective practice. The tools become strategic operations for innovation and organisational policies. This is the designer as ‘citizen’. This level requires the Intextextuality tool. 5. Given the research limitations, including the small sample of users (refer to p. 95 in this Supportive Document), findings do not imply that this is a fixed process. 6. The RTRP method has two levels of expertise (fig.10). The first one is the development of strategies in real time, and the second one, after the user is familiar with the tools, the skill to plan longer flexible strategies for future events under similar adverse conditions (handling of stressors). 7. The participants of the Systematization workshop and user D2 from the comparison study with IDEO’s guide (case study #1 in Portfolio of Evidence p. 56 and case study #2 in Portfolio of Evidence p. 104), only achieved the first level of expertise. The second level of expertise was achieved by user D1 from the comparison study with IDEO’s guide, when on the fifth week she established a strategic operation to address ill-decisions and economical/technological adversity. ‘This time the tools helped me use common sense and my Supportive Document 113  instincts to know where I should direct my objectives. It was a holiday, but I didn’t want to waste time. I called the design studio and worked. We advanced that week’s work, making the week run more smoothly with less tension. Since I made progress on those tasks, I was able to continue with more important ones’ (in the Portfolio of Evidence, p.211). 8. At the RTRP first level of expertise, the designer’s decision-making process can become compatible with the adverse event because he/she acquired the skills to address the situation (therefore achieving resilient behaviour). Paraphrasing Dr. Ross Greene (2012) in regards to elementary- level students with behavioural challenges, it is not due to a lack of motivation when a person succumbs to their stressors but a lack of conscious intellectual and emotional skills that can be used appropriately in their context. 9. At the RTRP second level of expertise, the designer can change his/her immediate context so that the same type of adverse event will be minimized or prevented from repeating itself (thriving). It is a transformative level. As stated, thriving is defined as: ‘[the] acquisition of new skills and knowledge […] of new confidence or a sense of mastery, and enhanced interpersonal relationships’ (Carver, 1998). 10. In the researcher’s case, all the tools re-group under one tool: Rauxa/Seny. It worked as the main driver: building Stamina and Personal Causation. The role of Rauxa/Seny was also detected by the Systematization participants. The second most important tool, Anchored, is a focus tool. It builds Locus of Control, Self-Efficacy and Sense of Coherence (refer to the researcher’s order of importance for the tools in the Portfolio of Evidence, p.85). Rauxa/Seny gives a self-awareness and feeds a sense of mission (that the goal is achievable). It gives direction, steady focus on the goal, and control on how to rapidly create circumstances to achieve it. This goes back 114 Professional Doctorate to Rauxa/Seny, the will to continue despite the level of adversity or the extended endurance of adversity. 11.The research focused on designers under the following stressors (adversities that caused physical reactions of Fight/ Flight Response): • Social • Economical • Political • Or a combination of the above areas. 12. The RTRP tools have been most effective in these situations: a. For unexpected adversity (refer to Typography Case Study, p.56 and Museum Exhibition Case Study, p.104, Portfolio of Evidence). b. For a resilient strategic plan (refer to process book role in Film Director Case Study, p.194 and Doctor’s Office Case Study, p.198, Portfolio of Evidence). 13. RTRP differs from other resilience models because it: 1. Focuses on the designer (the practitioner), not the user, design firm or design artefact. 2. Builds real-time resilient strategies. 3. Is used under adversity that causes true stressors. 4. Promotes collaboration. Connected to points 5 and 6. 5. Teaches skills to adapt quickly in a shifting environment. 6. Promotes thriving and resilience. 14. The RTRP model's fundamental structure is focused on: 1. Solving techniques for ill-structured knowledge domains (Voss, 1988). This is an educational term. It is a ‘scaffolding’, a creative and flexible solving technique for wicked problems developed to facilitate the student’s Supportive Document 115  knowledge transfer by contextualizing it in real-world situations. 2. Case-based learning (like in learning law or medicine, there are case precedents, but it is the user’s experiences that are the case studies). 3. Reflective higher-order thinking and learning (Bloom, 1956, Pohl, 2000). An educational model for the development of high intellectual skills (analysing, evaluating and creating), so the students apply the new knowledge in another context from the one in which they learned it. 4. Situated contexts and their associate knowledge (Haraway, 1988). 7.1 The Importance of Being Anchored The contemporary practice of the designers under social- political and/or social-economic adversities, is a wicked problem. Wicked problems are defined as: ‘issues that prove to be highly resistant to resolution through any of the currently existing modes of problem-solving’ (Brown, 2010 p.62). According to Horst Rittel and Melvin Webber (1973 cited in Brown, 2010, pp.62-63), the ten characteristics of a wicked problem are: 1. It evades a clear absolute definition and instead tends to be ambivalent and multi-perspective. 2. There is no granting of truth value at solutions but, instead of better or worse value, there is no ‘criteria that tell when the or a [italic as original] solution has been found’ (Rittel and Webber, 1973, p.163). 3. It is multi-causal with many inter-dependencies, thereby, involving trade-off between conflicting goals. 4. Tackling leads to unforeseen consequences elsewhere, creating a continuing spiral of change: ‘We have no way of tracing all the waves through all the affected lives ahead of time or within a limited time span’ (Rittel and 116 Professional Doctorate  Webber, 1973, p.163). Each step to tackle ‘leaves traces that cannot be undone’ (Rittel and Webber, 1973, p.163). 5. It is a moving target. 6. It has no single solution, but a combination of many ‘OK, let’s try that’ (Rittel and Webber, 1973, p.163). 7. It is socially complex and related to other wicked problems. 8. Because it is multi-causal, interrelated and dynamic, it cannot be attached to any one person, organization or discipline, which makes it difficult to identify responsibilities. 9. Its resolution involves changes in personal and social levels, changes that might be resisted or encouraged depending on the circumstances. 10. At the same time, every wicked problem is unique. Paraphrasing Einstein, Rittel said ‘You cannot solve a complex problem through the same thinking that created it’ (1972 cited in Brown, 2010, p.62). Knowledge migrates differently among stakeholders; ‘[e]ach wicked problem is thus uniquely grounded in its place and time’ (Brown, 2010, p.63). This last point (number 10), which makes reference to ‘groundness’, is connected with one of the researcher’s resilience tools: Anchored (a sense of commitment to a specific community that is not to be confused with blind nationalism or xenophobia). Anchored is part of the Dispositional (Polk 1997) Toolset of RTRP. There are four resilience behaviour patterns that the RTRP sets are based on, all are discussed in detail in the section Resiliency Theory & the RTRP tools (in the Portfolio of Evidence, pp.26-33). It is the researcher’s understanding that Point 10 summarizes the other characteristics of a wicked problem. Anchored is a tool that belongs to the core set of the RTRP (in the Portfolio of Evidence, p.84), which is informed by situated knowledge. Supportive Document 117  It’s worth noting here that it is ‘through critical examination of this groundness that wicked problems can be resolved’ (Brown, 2010, p.63). This depends on who the researcher is and the context of the researcher. The RTRP toolbox is a Cognitive Artefact, a term that Donald Norman (1991) defines as a human-made thing that affects the user’s behaviour, perception and, therefore, task (refer to section 2.2 Resilience and Thriving, in this Supportive Document, p.39). The research highlighted the fact that there is a need ‘to consider the role of tasks on particular environments or contexts, forms of integration of work teams, individuals, artefacts and culture’ (Figueroa, 2007, p.73). Therefore, the RTRP toolbox is an Anchored artefact, contextualized by the user’s perception of his/her social cultural environment. 7.2 Reflective Statement The RTRP model and toolbox were created in the same way that designers construct knowledge (design way of thinking). Designers think visually (visualization tools) and in a trial and error, manner (explorative). Contemporary design has changed to a more transdiciplinary and user-centred practice (Dubberly, 2012, Yee et al, 2009). It has become less craft-focused and less expert-driven. Many designers are tackling wicked problems that involve global issues. The current global economic crisis may have left many designers without a safety net, as is also the case of emergency managers and health care workers, among others, exposed to adverse events that create stressors for them. It can still be expected that they will continue to do their job efficiently despite the pressure that they are experiencing. The RTRP model was used to study the strategic decision- making process of designer Marianne Hopgood, owner of Puerto Rico’s first communication design firm, Graf, 118 Professional Doctorate Inc. A research paper was co-authored with her and the researcher’s business partner, Arthur L. Asseo. The result was presented at the 5th International Conference on Typography and Visual Communication , held at the Department of Design & Multimedia of the University of Nicosia, Cyprus, in June 2013 (refer to Appendices section in the Portfolio of Evidence, p.374). The conference dealt with the theme of adversity and how lessons from the past can address current social and economic situations in design practice. The researcher’s motivation arose through her reflection on issues of the Hegemony of Writing (refer to glossary) and the need to start recording critical local design history in order to strengthen a design discourse and culture. The Graf, Inc. research has been pursued by the researcher’s design studio through an alliance with a non- profit institution. It should be noted that researcher’s increased participation in international conferences and publications in global design journals, as well as increased participation in local design policies, are a result of her tools, mostly: Publishing, Diversification, Anchored and Intertextuality. Another project that has been informed by the RTRP tools, the research theories and the researcher’s adaptation of Systematization to design practice is Proyecto C (June-July, 2013). The purpose of this project is to develop avenues of communication to share resilient decision-making strategies of cancer patients concerning their health, economic situation and social conditions in the face of serious illness, so as to promote resilient attitudes in others. The same methodology was used, Resilience theories were applied and designers used the RTRP toolbox to address adversities that arose during the process (refer to Appendice section in the Portfolio of Evidence, p.387). Supportive Document 119  At the time of writing this reflective statement, the RTRP method is being actively used by the researcher in a tacit mode as well as in an explicit manner when it is necessary to communicate strategic planning for design projects to others on her design team. Nevertheless, and as stated before, the Bounce & Design toolbox needs further user evaluations and adjustments in its graphic articulation. For example, the researcher has considered including a simple registro tool template for users to evaluate their decision process with the tools. This researcher’s contribution to design practice is her resilience RTRP model/process (Bounce & Design). This resilient approach to design might allow other designers and design educators dealing with a wicked problem paradigm, to positively improve their conscious (intellectual) and emotional process in order to produce quality work without losing their dignity within a long- term context of extreme adversity. 120 Professional Doctorate Supportive Document 121  Glossary The terms that follow have been defined for the purpose and in the context of this study. ACTION RESEARCH Kurt Lewin’s Action Research (AR) (1946) is an introspective methodology. AR is a strategy used to be reflexive about methods, epistemology and the researcher’s own field, requiring the actions in question to be actively revised and practiced anew. BRICOLAGE This term has many meanings but it has been used here as a coded language, as a way of talking that reveals social groupings and power relationships. Originally it was used to describe what is available, like when doing a collage. BÜND Sociological concept used by Hetherington (1998) to name the temporary social groupings created by affectual choice with constant individual reflexivity. 122 Professional Doctorate CITIZENSHIP Marshall’s (1950) definition of citizenship is divided into three kinds: (1) Civil- the right of liberty of expression, to associate, to believe, to own property and be judged by the law, (2) Political – the right to be elected for public office and to vote and (3) Social – economic security and quality of life. COGNITIVE ARTEFACT Any artefact that helps perform a mental task. ‘Cognitive artefacts are in other words man-made things that seem to aid or enhance our cognitive abilities‘ (Soegaard, 2006). A simple example could be a To-Do List. COLLABORATION THEORIES There is no definite definition but, for this research, is ‘the process of shared creation’(Montiel-Overall, 2005). CULTURAL DIRIGISME French reference to strong influence from a government, institution or someone in power in a coercive manner. It is a political-economic term. It is also used culturally, given it is an effective communication tool and means of symbolic manipulation to impose a desired behaviour in the public sector, a group or others that are not in charge. Supportive Document 123  DESIGN-LED PERSPECTIVE This is the way a researcher/practitioner collaborates with readers (users) in the design process. DIFFÉRANCE According to Derrida’s (1963) definition, it is the multiple meanings a word can have because of its “traces” of other words, sometimes hidden in hierarchical oppositions. EXPANDED FIELD According to Krauss’ theories, an ‘expanded field’ (1979) means that practice is no longer defined by the material properties of objects. Using the example of a sculpture and the pedestal used to support it, she postulated, and demonstrated, the lack of borders between art and design practices (architecture, landscaping and nature), to a point where the pedestal disappeared, absorbed by the sculpture. Therefore, it is hard to tell when art starts and landscape ends. This does not mean that the borders are not there; they are elastic, expandable, overlapping, like water. FORMLESS A set of performative operations in art practice that defy traditional and hegemonic art postulations. Based on Bataille’s term informe (1985) and explored by Krauss and Bois (1997). GENERATIVE DESIGN RESEARCH Value-driven, axiological research to change status quo in collaboration with the reader. The creation of empowerment tools that readers can use to create new things to improve their situation. 124 Professional Doctorate HEGEMONY OF WRITING Researcher’s term to describe the official voice of the ruling class in various areas, including the educational system, museum exhibition design, urban design, among other social spaces. This term is informed by Roland Barthes’ theories where he challenges the hegemony of the author over his writing and proposes the importance of the interaction between the reader and the writing. Under postcolonial theories, the author can be both the colonizer and the colonized. HETEROTOPIA The space between the real social space and the utopian space. This concept elaborated by Foucault (1986) recognizes the social and power relationships in all spaces and all interrelationships. INTERTEXTUALITY Kristeva‘s (1966) definition of the multiple “traces” a Text (work) can have from other works, therefore, questioning the role of originality and the Author himself/herself in relationship, with the reader. KINSHIP FIGURES The human body and western family structures metaphors were used in colonial discourse as a way to rationalize the presence of the colonizing culture over other cultures; ‘...kinship politics operates to forget a sense of natural association with natural hierarchy, bringing together broad notions of trans-territorial association with a naturalization of (racial, gender and cultural) inequality in order to build hierarchical notions of international community’ (Patil, 2008, p.13) . PROCEDURAL MEMORY The memory of a process involving particular actions that are automatically activated, and therefore are tacit knowledge. Supportive Document 125  QUEER THEORY An identity construction theory proposed by Judith Butler (1990), positing that gender is a social dynamic construction. Therefore it is also true for all social identities, including cultural and national. REFLECTIVE PRACTICE Donald Schön’s Reflective Practice (RP) (1983) is an introspective methodology. RP is closer to a tactic; a tool to frame the problem and, as stated by Schön:‘learn by doing’. SITUATED KNOWLEDGE Reality cannot be grasped as a whole — the ‘god trick’ (Haraway, 1988, p. 581). Knowledge is local, partial and always in relationship with other local and partial knowledge. STRESSOR The medical term stressor is defined as a real or perceived threat that causes physiological effects like the release of adrenaline to defend oneself or to flee (Fight/Flight Response). SUCCUMBING Burnout, a term to describe emotional exhaustion, depersonalization and decrease in self-efficacy. TABULA RASA Latin term for the metaphor “clean slate” or “white canvas”. It is used in this research in reference to the act of deleting all past reference and starting new. 126 Professional Doctorate TEXT, READER, AUTHOR Barthes (1977) defined Text, or work, as an open-ended structure that is completed by the Reader (who is the recipient, the one that receives the work, the user) and initiated by the Author (the one that controls, or originates). The relationships between these three factors reveal social power structures. WICKED PROBLEM A term coined by Rittel and Webber (1973), used in social planning to describe a problem that is difficult to solve for its contradictions and constant changes. Supportive Document 127  REFERENCES ActionAid (2006). Resource Pack on Systematization of Experiences (Online) Available at: http://www.actionaid.org/docs/systematization%20resource%20pack_final2.pdf [Accessed 9 November 2010]. 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I also confirm that this work fully acknowledges opinions, ideas and contributions from the work of others. Any ethical clearance for the research presented in this Supportive Document has been approved. Approval has been sought and granted by the Faculty Ethics Committee on October 1, 2013. Name: María de Mater O’Neill Signature: Date: June 25, 2013 4 Professional Doctorate Portfolio PROFESSIONAL DOCTORATE PORTFOLIO volume 2 Developing Methods of Resilience for Design Practice Submitted by María de Mater O’Neill June 2013 5 6 Professional Doctorate Portfolio  RELATIONSHIP OF THE DOCTORAL REQUIREMENTS Supportive Document Portfolio of Evidence, DVD Volume 1 of 2. Volume 2 of 2. 7 TOPICS LEGEND R RESEARCH P PRACTICE - Evidence Portfolio of Evidence, Volume 2 of 2. T TOOLS - Claims to Investigate CONTENTS PAGE [ Focus of the R THE REAL-TIME RESPONSE PLANNING RESEARCH Investigation, Research Chronology p. 20 and Defence of Research Aim p. 22 Originality ] Research Hypothesis p. 22 Research Question p. 23 Research Ontology & Epistemology: Related Theories and the Research Sub Questions p. 24 [ Basis of the R RESILIENCE THEORY & THE RTRP TOOLS Critical Approach Resilience Patterns p. 26 to this Research ] Thriving and the RTRP Toolbox p. 28 RTRP Effectiveness Evaluation Model p. 30 first stage......p.37 [ Basis of the R THE FIRST STAGE METHOD Critical Approach Action Research and Reflective Practice p. 38 to this Research ] Timelines p. 40 [ Evidence ] Registros p. 46 Interviews p. 55 [ Evidence ] P RESILIENCE TOOLBOX IN USE #1 Typography Case Study (2009) p. 56 First Instance: Publishing, Rauxa/Seny and p. 58 Fast Feet Play Tools Second Instance: Intertextuality Tool p. 60 as Design Solution 8 Professional Doctorate Portfolio  Third Instance: Anchored and Publish Tools p. 61 Conclusion p. 62 [ Claims to T Conference Paper: Typography Restoration as a p. 64 Investigate ] Sign for Understanding Political Discourse [ Claims to T THE REAL-TIME RESPONSE PLANING MODEL Investigate ] RTRP Procedural Method p. 82 Researcher Tools Order of importance p. 84 The Nine Resilient Tools p. 86 Researcher Real Time Use p. 90 [ Claims to T THE RESILIENCE RTRP TOOLBOX’S PROCESS Investigate ] RTRP Toolbox’s Topology p. 92 [ Evidence ] P RESILIENCE TOOLBOX IN USE #2 Museum Exhibition Case Study (2009) p. 104 RTRP’S Tools as Design Brief p. 105 RTRP’S Tools in Response to Political Adversity p. 106 [ Claims to R RESEARCH CONTEXT p. 110 Investigate ] Colonial Machinery Map p. 112 Paper: Decolonized Methodologies from the p. 116 Design Research Field T Conference Paper: Quick Recovery in the Design p. 136 Praxis: Formless Operations from the Field RTRP in the Colonial Machinery Map p. 154 The “No Wound” Design and the Normative p. 156 Design Operation 9  [ Summary R FIRST STAGE: of Significance ] EFFECTS ON RESEARCHER’S PRACTICE Research First Section’s Findings & Conclusion p. 160 second stage......p.163 [ Evidence ] R SHIFT IN METHOD p. 164 PHOTOS: Systematization Workshop p. 166 Participatory Action Research p. 172 Participatory Design p. 176 Paper Prototype p. 180 Development of First Working Prototype p. 186 Adjustment after First User Testing Findings p. 187 [ Evidence ] P RESILIENCE TOOLBOX IN USE #3 Film Director Case Study (2011) p. 194 RTRP Tools as Design Solution p. 195 Client’s Process Book as a Publishing Tool p. 196 Film Director as a RTRP User p. 196 [ Evidence ] P RESILIENCE TOOLBOX IN USE #4 Doctor’s Office Case Study (2011) p. 198 Tools Among Young Designers p. 199 Publishing as a Learning Tool p. 200 [ Evidence ] R RTRP COMPARISON A Comparison to the IDEO’s Design for p. 204 Social Impact Guide Findings of User-Testing D1 p. 208 Findings of User-Testing D2 p. 211 Conclusion p. 217 10 Professional Doctorate Portfolio  [ Evidence ] R PRESENTATION TO THE p. 222 PROFESSIONAL COMMUNITIES First Peer Review p. 223 Second Peer Review p. 226 Third Peer Review p. 230 [ Summary R SECOND STAGE: of Significance ] EFFECTS ON RESEARCHER’S PRACTICE Research Second Section’s Findings p. 236 & Conclusion [ Evidence ] R APPENDICES Doctoral Research Map p. 240 Model Evaluating Tool Level of Competence p. 248 Transcript of Unstructured Interview p. 249 for the IDEO’s Design for Social Impact Guide Transcript of Systematization Video (DVD) 1- Design Planning p. 255 2- Creation of Timeline p. 262 3- Synthesize Lessons p. 333 4- Participatory Design p. 365 Conference Presentation in the University of p. 374 Nicosia, Cyprus 11 12 Professional Doctorate Portfolio  PORTFOLIO’S LAYOUT MAP SECTION’S Topic X FIRST PAGE (Same color for Headings) Tools discussed on case studies NOTES Left column is The aim of the researcher’s for addressing Professional Portfolio is to provide revision issues, evidence for an understanding of notes and the RTRP Design Model through its clarifications. Right column is for main narrative. principles, contextuality, relationship to other design for development approaches, and its application in design practice that is under adversity that caused stressor. The intentions of the portfolio layout design is to give the intertextual threads a coherent non-linear reading and still promoting the Barthesian (1968) openness of the reader’s interpretation of this practice based research. The Portfolio documents the errors and wandering of a research process as part of a contextual and open approach. 13  Portfolio of Evidence, Volume 2 of 2. SECTIONS SUMMARIES R THE REAL-TIME RESPONSE PLANNING RESEARCH RESEARCH CHRONOLOGY, AIM, HYPOTHESIS, QUESTION, ONTOLOGY & EPISTEMOLOGY A diagram of the history of the Real-Time Response Planning’s research chronology that documents a change of methodology is presented. The research consists of two stages. The aim and the hypothesis are identified. The research question and sub questions are presented in diagrams in order to visualize the related theories that informed it. R RESILIENCE THEORY & THE RTRP TOOLS Resilience Behavior Patterns are discussed as related to the RTRP toolbox. Defintions of thriving and the model for effectiveness evaluation of the RTRP toolbox are discussed. FIRST STAGE R THE FIRST STAGE METHOD DEVELOPMENT OF THE REAL-TIME RESPONSE PLANNING Discussion of the first section of the research when the tools were observed within a seven month span (2009 to 2010) using Lewin’s Action Research (1946) and Schön’s Reflective Practice (1983). Description of illustrated timelines and register (registro) for the Action Research phase is presented, 14 Professional Doctorate Portfolio  as a way to extrapolate the tacit knowledge of the researcher’s design and education practices and her interactions with the tools. P RESILIENCE TOOLBOX IN USE #1 The first case study is presented as evidence of the RTRP’s engagement in theory-building from practice. The tools are discussed as they manifest in the design solution and in tackling an adverse political situation in a typographic design project (2009). This case study was used as the first section of the researcher’s data base recording (registros). The Hotel Excelsior typographic project consisted of transforming an 11-letter logo from 1966 lettering to contemporary digital typography. It was used as an educational platform for both historical research and for helping nine young designers to understand how historical events shape present socio- political scenarios. A published conference paper is included. T THE REAL-TIME RESPONSE PLANNING MODEL The RTRP design model and its procedural method is presented. The researcher explored other theories concerning models for design and education practices. The tools order of importance in their operation and its articulation of the user decision making process under adversity are discussed. As a sample, the researcher’s order of importance is discussed. The RTRP is identified as an artifact for learning resilience 15  behaviours. The nine tools and the first working prototype are introduced to the reader. A brief example of researcher real-time is presented. T THE RESILIENCE TOOLBOX’S PROCESS RTRP toolbox’s Topology and the system to articulate the users’s order of importance is discussed, as way to teach RTRP resilience in design practice by way of Reflective Practice. How the tools sets interact between each other and their effects are explained (flow diagrams included). P RESILIENCE TOOLBOX IN USE #2 Museum exhibition (2009) award wining design project. How Publishing and Diversification tools were used as a way to address closure of a project due to political adversity. Intertextuality and At Hand tools where used as design drivers for ideation (Art Direction). T R RESEARCH CONTEXT The researcher perceived her context as one colonial in nature, that also includes social and economical depression. A concept map is presented as a possible scenario of the colonial context and its effects in her home country. Two papers were written and one was submitted to a conference venue. The first unpublished paper, Decolonized Methodologies from the Design Research Field, explored Postcolonial theories for ways to be critical of research 16 Professional Doctorate Portfolio  methodology. This paper explored how methods and theories, as part of the colonial and post-colonial constructions, have been playing a large role in design practice; its education, as well as in the design research. The two main topics are: three arguments for why there was a need for a change of methods in an inquiry that prompts user empowerment; and second, the affects of the Hegemony of Writing and the role of the reader. The conference paper (on the process of typesetting), Quick Recovery in the Design Praxis: Formless Operations from the Field deals with Post-modern and Painting theories in relationship to the RTRP design model.  Topics are: (1) A brief description of the conditions faced by the peripheral designers from the Caribbean and Latin America (2) A description of how the RTRP’s toolbox is informed by Deleuze and Guattari’s post-modern ideas and its connection to Haraway’s Situated Knowledge. (3) A brief description of the ontological and epistemological framework, which is mainly based on art critics Krauss and Bois’ theories, because of their non-hierarchical interconnection, which are appropriate to the modeling of stressors situations of adversity. Also in this section, a visual concept map is presented as a possible scenario of the RTRP Toolbox in the colonial context. R FIRST STAGE: EFFECTS ON RESEARCHER’S PRACTICE Research-first section’s summary & conclusion. 17 SECOND STAGE R SHIFT IN METHOD In the second stage of research, a methodology capable of building resilience in the researcher was chosen and adapted to be design relevant. R PHOTOS: SYSTEMATIZATION WORKSHOP These photos document the systematization workshop that uses Borda’s Participatory Action Research (1977) and Participatory Design. During this workshop the RTRP’S toolbox was used by participants and they designed a paper prototype. A first working prototype was designed by the researcher’s design firm based on the participants prototype. First user testimonial is included. P RESILIENCE TOOLBOX IN USE #3 The RTRP’s tools are discussed as they were used in the design solution for a client, a web application for mobiles and blog design project (2011). The researcher’s design studio process book is discussed as an example of the Publishing tool. Other viewpoints are considered. P RESILIENCE TOOLBOX IN USE #4 This case study concerns the uses of the RTRP’s tools by the researcher’s studio junior designer (2011). The Publishing tool and the process book are revisited as a case of avoiding conflicts with the client. 18 Professional Doctorate Portfolio R RTRP COMPARISON IDEO’s Design for Social Impact Guide is compared to Bounce and Design Toolbox (RTRP colloquial name) by the researcher’s two studio assistants designers. R PRESENTATION TO THE PROFESSIONAL COMMUNITIES Three peer review sessions were organized by the researcher to present the research Developing Methods of Resilience for Design Practice to diverse professors and professionals. They were educators from New York City, United States; architects, School of Architecture, Polytechnic University of Puerto Rico; and psychologists, School of Social Science, University of Puerto Rico. The last two were public to the faculty and students as part of RTRP open transdisciplinary research. R SECOND STAGE: EFFECTS ON RESEARCHER’S PRACTICE Research second section’s summary & conclusion. 19  LEGEND RESEARCH TOOLS METHODOLOGY RESEARCH CHRONOLOGY THEORY RESULTS IMPLOSION FIRST STAGE OF THE RESEARCH (AR & RP) October 2009 to July 2010 Tacit Knowledge October 2009 to May 2010 Explicit Knowledge Action Timeline Research Tools Script Tool, Patterns & Next? Importance Reflective Practice Registro October 26, 2009 to Starting to build a September 17, 2010 resilience model Researcher’s resilience Contextual Review Social Science TOOLBOX approaches (28 Theory years of art and design practice) Postmodern Theory Structured and Postcolonial unstructured Theory interviews The first time researcher’s articulation of the initial eight tools of her systematic design procedure. As a result of a conversation about her art and design practice with a fellow colleague. 20 Professional Doctorate Portfolio  R CLARIFICATION After approximately seven months, the first stage of the research, that involves both RP and AR, was abandoned due to the extent of limitations involved under the colonial context. These results did bring findings that helped redirect the research. RESEARCH’S PARADIGM SHIFT SECOND STAGE OF THE RESEARCH (OPEN TRANSDISCIPLINARY) September 2010 to March 2012 CHANGE OF RESEARCH METHODOLOGY, CONSONANT TO THE POLITICAL STRESSORS Support of the RTRP, MODEL its existence, need and that can be taught. Decolonized Framework for Research Contextual Inquiry Systematization Participatory Action Research Timeline Workshop February 1-24, Participatory Design Paper Prototype 2011 Peer User Testing Second User Testing First Reviews - IDEO’s Guide Working April 2011 Working March & RTRP Toolbox Prototype Prototype 2012 comparison January 23 to February 28, 2012 21  RESEARCH AIM To identify and articulate the methodology of the researcher’s practices as an art director and as a design educator in a weak democratic society, which is suffering from disintegration due to political, social and economic adversities; in order to publish the process of resilience as a design tactic in this wicked problem’s context of instability. RESEARCH HYPOTHESIS The researcher’s resilience design model, named Real-Time Response Planning (RTRP), enables designers to be radically resilient in constant adverse conditions, in real-time, to bounce forward.  ‘In fact, for academics men to be happy, the universe would have to take shape [...] On the other hand, affirming that the universe resembles nothing and is only formless, amounts to saying that the universe is something like a spider or spit’ (Baitaille, 1985, cited in Bois and Krauss, 1997). 22 Professional Doctorate Portfolio  R RESEARCH QUESTION Resilience is coping (staying put, resisting, managing to stay in the position, not to In this research the term model is defined succumb while handling the tasks successfully) as an conceptual representation of a cognitive process. Is there a resilience model used by designers under stressors?  The medical term stressor is defined as a real or perceived threat that causes the physiological effects to fight or to run. 1 QUICK REFERENCE Refer to Section 1, Introduction- Core Argument, in the Supportive Document, p.24. 23 SOCIAL SCIENCES: SYSTEMATIZATION OF EXPERIENCE This decolonized research methodology allowed the researcher to strengthen the coherence between her postmodern thinking with her practices in a colonial context. RESEARCH ONTOLOGY & EPISTEMOLOGY: related theories and the research sub questions How to articulate such a resilience model? SOCIAL SCIENCES: RESILIENCE THEORIES A theory that emphasizes peoples’ strengths under adversity. It allowed the researcher to sub-categorize her tools to Polk’s (1997) four patterns of resilience definitions. 24 Professional Doctorate Portfolio  R POSTMODERN THEORIES Is the way the researcher constructs knowledge under her context. These theories allowed the researcher to be flexible, explorative, critical of meta narratives, open to the uncertainty of wandering and grateful to the value of errors. SOCIAL SCIENCES: POPULAR EDUCATION To design an artifact so procedural knowledge of resilience can be taught to other designers and design students by fellow designers. How to teach a resilience design model that enables designers to bounce forward in real-time under long periods of adverse conditions?  POSTCOLONIAL THEORIES They allowed the researcher to understand how methods and theories (language), as part of the colonial and postcolonial constructions (her context), have been playing a large role in design practice, its education, as well as in design research. 25  RESILIENCE THEORY & THE RTRP TOOLS Resilience Patterns Using Polk’s (1997) four patterns behaviour of resilience definitions (named by Polk as Dispositional, Philosophical, Situational and Relational), the researcher sub-categorized her tools as follows: I. DISPOSITIONAL - ‘Physical and ego-related psychosocial attributes provide a sense of autonomy or self-reliance, a sense of basic self-worth, good physical health and good physical appearance’ (Polk, 1997 cited in Van Breda, 2001, pp.5-6) : • Anchored - Means to be anchored in place, a sense of commitment to a specific community that should not be confused with blind nationalism or xenophobia. • Publishing (Initially referred to as Publish) - The reflection on both, process and the final artefact must be documented. If it’s not, it will be like the whole action never existed. Consists in making it public. • Script - Involves following the designed plans in a situation of low-level stress, with the purpose of avoiding burnout and blockages of effective decision- making, when high-level stress is experienced. 2 QUICK REFERENCE II. PHILOSOPHICAL - ‘individual’s world-view or life Refer to Section 2, Resilience Theory, paradigm, belief that positive meaning can be found in all in the Supportive Document, p.36. experiences, the belief that self-development is important, 26 Professional Doctorate Portfolio  R the belief that life is purposeful’ (Polk, 1997 cited in Van Breda, 2001, pp.5-6) : • Rauxa/Seny - These are the Catalan words for intuition/common sense. The researcher uses this term to describe the balancing of the tension between creative intuitions with the practicality of practising design. III. SITUATIONAL - ‘involving a linking between an individual and a stressful situation. This can include an individual’s problem solving ability, the ability to evaluate situations and responses, and the capacity to take action in response to a situation’ (Polk, 1997 cited in Van Breda, 2001, pp.5-6) : • Fast Feet Play - Being in constant mutation and transformation. A fast feet attitude can make or break every play, evolving around ever-changing situations, clients and circumstances. • Diversification - Consists in combining multiple spheres of action and having the ability to move among diverse social groupings, thus developing an eclectic network without the need to belong to a specific social group. • At Hand - To constrain the design work to the feasible resources available and not lament what we don’t have, instead, we should see the design learning opportunities 27  • Stealth Mode - Means to be undetectable under the radar by not drawing attention towards the project or oneself. Stay quiet with cleverness. It is the opposite of Publish. IV. RELATIONAL - ‘individual’s roles in society and his/her relationships with others. These roles and relationships can range from close and intimate relationships to those with the broader societal system’ (Polk, 1997 cited in Van Breda, 2001, pp.5-6) : • Intertextuality - Acknowledge and create dialogue with previous authors/creators (the cancel out the tabula rasa. Refer to glossary on Supportive Document, p.122) and connect with what has past, and the value interventions that may be forthcoming. The researcher’s tools names came from the actual function of each of them during the process, and out of their performative action. Thriving and the RTRP Toolbox What is the relevance of establishing resilience and thriving levels for RTRP for design practice? A similar question has been asked in the Social Sciences: ‘How is it possible that people survive and some even grow irrespective of the trials and tribulations of life? Where does their bio-psycho-social wellbeing and strengths originate from, and how can they be enhanced? ‘ (Strümpfer, 1990, 1995 cite in Makola and Van den Berg, 2008). Defining thriving implies a deconstruction that under Resilience Theory reveals the following factors and their relationships with the researcher’s toolbox (refer to this Portfolio of Evidence for the tool’s topology diagram, p.92). The tools can be identified by a distinguishing characteristic or quality. These eight traits are: • Sense of Coherence (Dispositional tools) - A personal cartography and compass; a way of 28 Professional Doctorate Portfolio  R approaching life (Antonovsky, 1979). • Hardiness (Dispositional tools) – The combination of three mental attitudes toward stress: (1) a commitment that relates to one in relationship with others, (2) a sense of control and (3) to view the obstacle as a challenge (Kobasa, 1979). • Learned Resourcefulness (Situational and Relational tools) - A set of cognitive skills that allow a change of behaviour when the evaluation of a situation demonstrates that previous successful behaviour doesn’t work anymore (Rosenbaum & Ben- Ari, 1985). • Self-efficacy (Dispositional tools) - How the individual performs in terms of how he sees himself. Having a sense of mission will increase self-efficacy and decrease burnout (Bandura, 1982). Burnout is a symptom of emotional exhaustion and depersonalization. It reduces personal accomplishments related to work (Maslach & Jackson, 1986). ‘Burnout is associated with decreased job performance and reduced job commitment and predicts stress-related health problems and low career satisfaction’ (Shanafelt, Bradley, Wipf, and Back, 2002). • Locus of Control (Dispositional tools) - Occurs when there is a lack of belief in destiny, but control is within oneself or when power is transferred to someone trustworthy, for example God or loved ones (Antonovsky, 1979). • Potency (Situational tools) - Involves a procedural knowledge of coping (Ben-Sira, 1985, in Strümpfer, 1990, p. 272). • Stamina (Philosophical tool) - It is the capacity for insightfulness and endurance (Strumpfer, 1990, p.70). • Personal Causation (Philosophical tool) - Is the finding of one meaning in human history, without the 29  need of fame and recognition. Humans need liberty in order to be able to develop Personal Causation (De Charms, 1998, p. 269). ‘De Charms addresses the notion of personal causation at a philosophical, existential level, and does not pull it through to empirical, practical or clinical utility’ (VanBreda, 2001, p. 53). It should be noted, that the researcher is from a Latin region, it leads her to search for literature concerning Latino communities. These references revealed that Latino university students in the United States mainland have a higher Personal Causation than Anglo Saxon students: ‘It may be that while the meaning of life is worthy for Whites, they may not anticipate nor expect antagonistic factors to thwart attainment of life’s goals. In short, they may perceive fewer threats in being part of society. Whereas, Latino’s perceptions about the meaning of life may be heightened by a guarded attitude toward goal attainment, which may be shaped by a history riddled with struggles that served to question their real acceptance by society. Therefore, for Latinos, the difficulty in attaining accomplishments may give rise to an exalted meaning of life’ (Pirtle and Plata, 2008, p.6 ). RTRP Effectiveness Evaluation Model The effectiveness of the tools is evaluated by their level of efficiency when handling adversity in real time towards positive outcomes, not to be confused with improvisation or an immediate hasty reaction. By identifying the tools and the way to use them, the researcher can increase the favourable consequences that allow recovery in three areas: practice, economics and emotions. The researcher defined the level of effectiveness by the ability to recover from an adverse event, at least to the same level where she was before. 30 Professional Doctorate Portfolio  R It should be pointed out that when the RTRP is activated in response to one adverse event, it does not imply that this event is the only adversity occurring at that moment, and that restoration means that one moves back to a sustainable environment. Resilience is the capacity to cope with living conditions that might be considered as not sustainable by high-income nations. Although adversity is a universally shared human condition, the way it is perceived and defined depends on the context. The RTRP research also has to deal with a short time response to the adversity event that occurred, which means that the resilience time frame is usually hours or days. The researcher must emphasize that in different social-spatial contexts the knowledge migrates differently, this is why she will be cautious about using her country’s condition as a parameter to judge other countries social-political, or economical adversities. In her country what is considered by high-income nations as conservative resiliency is actually experienced as thriving. As an example of this type of thriving, the researcher handled of the closing of Museum Casa Roig’s inaugural exhibition event (refer to this Portfolio of Evidence, pp.104-109), by changing its dissemination through other venues and subsequently receiving international design award. The highest effectiveness level of the individual’s competence will be thriving (fourth level of efficiency), which in the researcher’s case will be acquisition of new knowledge and well-being improvement in one or all areas of experience (practice, economics and emotion). The improvement can be, for example, increased knowledge in one or all areas; a better economic status; an increase in self-efficacy, and quickly changing an obstacle to a design opportunity (as it was done in Casa Roig and Hotel Excelsior, refer in this Portfolio of Evidence, pp.56-81). In this level the researcher identifies areas of improvement and indicates a sub-evaluation for the levels of thriving, which show improvement in: one area (1), two areas (2), or all three areas (3).When RTRP is activated 31  due to an adverse event, the tools are chosen in an order that reflects their importance, from bottom up. So, the top tools in a given adverse event are of less value than ones at the bottom (refer in this Portfolio of Evidence for the tool’s order of importances and topology, p.84 and p.92). According to this sub-evaluation, the following is the researcher adaptation of Carver’s model (refer to Appendices in this Portfolio of Evidence, p.248), ‘Response to Adversity: the Domain of Possibilities’ (Carver, 1998), to her RTRP: Fig. 1. O’Neill’s adaptation of Carver’s model. When the researcher wrote a report for the Northumbria’s Reflective Practice module in 2009, she reported the development of a model that addressed similar issues and that it was the ongoing focus of her research. The researcher noted ‘During implementation of the reflective recordings, I suddenly noticed and identified that I needed a graphic model to contextualize the person (me) with others in their (our) immediate situation, in order to be able to assess the task at hand. So I developed a model named Personal Design Practice [Fig.2], which I started using as an insightful collaborative graphic tool not only for me as a teacher, but also for the students [Fig.3] and designers under my staff. It turned to be a different model from the one proposed by 32 Professional Doctorate Portfolio  R Stuart English’s Mind Matter and Quality (2006), “Shifting the emphasis to the person who designs...” because it promotes authorship as a solo scheme. To be capable of identifying and measuring “the dynamics of the situation in which that teaching is being carried out” (Waters-Adams, 2006)’ (O’Neill, 2009). Fig. 2. Diagram using the Personal Design Practice, to analyse the researcher as an Art Director in a Publication Design project's context (2009). Fig. 3 Student’s Personal Design Model done in conjunction with O’Neill, Graphic Design 2nd Level, Escuela de Artes Plásticas de Puerto Rico (March 10, 2009, Xerox copy of student sketch book). Student and research topic was that “Without the local there is no global”. 33  Fig. 4. The same diagram of the Publication Design project's context and its effects. The Personal Design Practice scheme involved the researcher developing an understanding of the different adverse context of the stakeholders from the perspective of the designer, design teacher or design student. How, for example,in a traditional Christmas carols song book adverse circumstance compromised the collaboration space and the creative solution [Fig.4]. Like many other peripheral designers (refer to discussion about Bonsiepe’s term of peripheral design in this document, p.139), the researcher produces design artefacts that carry “no wound” from the circumstances. They do not show the social-political and economic national context that designers are submitted to. These adverse events caused external stressor lashes. For further discussion on the researcher’s “no-wound“ concept please refer in this 34 Professional Doctorate Portfolio  R Portfolio of Evidence (under The “No Wound” Design and the Normative Design Operation, p.156; and on postmodern paper section 2.1 No Wounds, Designing under Adversity without Leaving Traces of It, p.140). REFERENCES Antonovsky, A. (1979). Health, stress, and coping. San Francisco, CA: Jossey-Bass. Bandura, A. (1982). Self-efficacy Mechanism in Human Agency. American Psychologist, 37(2), 122-147. Carver, C. (1998). Resilience and Thriving: Issues, Models, and Linkages. (Online) http://www. public.asu.edu/~iacmao/PGS191/resilience%20reading%20%232.pdf [Accessed March 17, 2011]. De Charms, R. (1968). Personal Causation: The internal affective determinants of behavior. New York City, NY: Academic Press. English, S.G. (2006). Design Thinking - Value Innovation - Deductive Reason and the Designers Choice. In: Design Research Society Conference, Lisbon 1-4 November.(Online) http://www.iade.pt/drs2006/wonderground/proceedings/fullpapers/DRS2006_0180.pdf [Accessed 7 July 2009]. Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37(1), 1-11. Maslach, C y Jackson, S. E. (1986). Maslach Burnout Inventory Manual. Palo Alto, CA: Consulting Psychologists Press. O’Neill, MM. (2009). Subject Area: appreciation of Action Research methods and their application to specific design contexts. Report to Stuart English. Pirtle, T.and Plata, M.(2008). Meaning in Life among Latino University Student Perception of Meaning in Life among First-semester Latino University Students. International Journal of Existential Psychology & Psychotherapy. Volume 2, Issue 1, 2008 (Online) http:// existentialpsychology.org/journal/index.php?journal=ExPsy&page=article&op=view&pa th%5B%5D=111&path%5B%5D=54 [Accessed May 15, 2010]. Polk, L. V. (1997). Toward middle range theory of resilience. Advances in Nursing Science, 19(3), 1-13. Rosenbaum, M., & Ben-Ari, K. (1985). Learned helplessness and learned resourcefulness: Effects of noncontingent success and failure on individuals differing in self-control skills. Journal of Personality and Social Psychology, 48(1), 198-215. Shanafelt, T., Bradley, K., Wipf, J., and Back, A. (2002). Burnout and Sel-Reported Patient Care in an Internal Medicine Residency Program. (Online) http://www.annals.org/content/136/5/358. full.pdf [Accessed May 15, 2010]. Strümpfer, D. J. W. (1990). Salutogenesis: A new paradigm. South African Journal of Psychology, 20(4), 264-276. Van Breda, A.D. (2001). Resilience theory: A literature review. Pretoria, South Africa: South African Military Health Service. [Online] http://www.vanbreda.org/adrian/resilience/ resilience_theory_review.pdf [Accessed May 2, 2010]. 35 36 Professional Doctorate Portfolio FIRST STAGE OF THE RESEARCH Action Research & Reflective Practice October 2009 to July 2010 THE RESEARCHER WAS THE SUBJECT OF STUDY AS PART OF A RESEARCH BASED PRACTICE FOR A PROFESSIONAL DOCTORATE. 37  DEVELOPMENT OF THE FIRST STAGE METHOD ACTION RESEARCH AND REFLECTIVE PRACTICE The first section of the research intended to record and build her design model and resilient tools by reflection and self- study. What is the routine sequence of actions that supports such a mental effort? What is the motivation that feeds these endurances? Through Action Research and Reflective Practice she intended to observe and record the strengths and limitations of her method in relation to the unique problems the researcher encountered on a daily basis. To do this, she designed a database register system (registro) to record her design practice activities. The objectives of this database were: • Using Visual Ethnography to document the process of the entire project while evidencing a contribution to new knowledge. i. To check for efficiency and effectiveness of the resilient tools in the given circumstance. ii. To mark chronological her resilience tools in action (timeline). iii. To plot patterns over time and graphically organizing them using visualization techniques. iv. To map the concept of the resilience tools. vi. To reflect on the processes of designing under a 3 hostile environment. QUICK REFERENCE vii. To enter ramifications of new knowledge (iterative Refer to Section 3, Succumbing, in the development process). Supportive Document, p.44 38 Professional Doctorate Portfolio  R NOTES Taxonomy actions are not unusual in the arts, United States artist Mark Dion has exposed the bias of categorization and the powers politics of indexing, see Tate Thames Dig (1999). So the researcher was aware of her taxonomy actions as language social constructions. The initial stage of registering her procedural memory was the mechanism for establishing the criteria for choosing the tools, so she made adjustment to the registro. This was done through a combination of having documenting (seny) and insight (rauxa) skills. 39  TIMELINES Researcher designed two systems for data recording, the previously referred registro, used in two case studies and monthly timelines. 1. Researcher used the registros to extrapolate the tacit procedural knowledge in her design activities when creating and teaching design in a hostile environment. It included reflection-on-action and in-action. 2. A graphical timeline marking the design and teaching practice context was also designed as a way of plotting resilience events. These timelines framed the actions and tools chosen with their project history and social context, to encourage comparison. Not all the events on the timelines have registros. The researcher recorded data for eight months, focusing on procedural systems, which indicated procedural patterns. The Behaviour Over Time Graphs (BOTG) that includes task successes and failures, was done as well. The May timeline was not included in the BOTG, because the graphs were done for the Northumbria’s Mid Point review that was due in May 1, 2010. At that point, the researcher started to have doubts on RP and AR’s methodology. Therefore, May was the last month that a timeline was done. By September, the researcher stopped doing registros. The BOTG of the timelines revealed a sociopolitical phenomenon typology of how distraught the researcher’s experience of colonial reality is. At a micro level the Philosophical and Dispositional tools are strong,but the more it becomes close in a macro level, the use of the Situational tools increases (for in depth definitions of these resilience behavior patterns refer to Resilience Theory & the RTRP’s Tools on this Portfolio of Evidence, p.26). This means that the colonial status of the researcher’s country kills the spirits of empowerment and the thriving factors diminish. Therefore, there is national low self-efficacy (refer to Colonial Machinery 40 Professional Doctorate Portfolio  R October 2009 Timeline of my circumstances Monday, OCT 5: I am Tuesday, OCT 13: Friday, OCT 16: Finishing Wednesday OCT 14: Thursday, OCT 15: essay about artist creative Saturday, OCT 17: informed by designer Saturday, OCT 10: Finished the report Sunday, OCT Ironing details with National strike. Took process for exhibition Drug shoot-out at Toa about a serious Meeting with designer Monday, OCT for university 18: Write IPA designer so I can carry alternative road to catalogue. Handle by Baja bar opening, 20 personal crisis. Called to organize jobs and 12: Billing Web before going to following my all the projects with go to university and email designer’s accounts. hurt, including children, substitute designer. refocus tasks. client. classes. instincts. substitute designer. teach. Clearing my agenda. and 8 dead. -At hand -At hand -At hand -Diversification -Fast Feet Play -Fast Feet Play -Fast Feet Play -Fast Feet Play - Anchored -Fast Feet Play - Rauxa/Sens 23 days of design and teaching practice Monday, OCT 19: Print Tuesday, OCT 20: Wednesday, OCT Friday, OCT 23: Tuesday, OCT 20: the report for the university Meeting with tutors 21: Designer leaves Finished writing Saturday, OCT Talk to stakeholder Wednesday, OCT 21: (evaluation of design program). about IPA new to handle personal Excelsior copy. 24: I woke up about the failure Finally giving keys to We watch TV program version done tru problem. Substitute Make briefing for because of Gulf to achieve a new my new tenant, a police produced by my university the weekend. Is not designer comes the team, updated explosion at 12:15 exhibition at the woman who is one of Thursday, OCT Thursday, OCT about design that I suggested to finished, but they in to work on Tiki. Received Dean am. The tremors museum of the the agents investigating 22: Arrived late 22: Protest against be filmed at recent museum job see improvement. Excelsior manual. Mateo notification were stronger than university where Toa Baja’s shooting. to the university government selling (Casa Roig). I was interviewed, Deliver report I give guidelines to of Call for Grant 9-11. By 12:30 I I teach. We speak Confirms that the because of national actives to it was the same job where the to Dean Mateo Excelsior Team in Proposal. Think knew it was near about how power is suspect was a former afternoon shoot-out private foreigners opening was canceled due to 2 months before able to meet deadline about Excelsior, my godchild’s handled and make client of the presently at highway 30. sector at Fajardo’s protests against government deadline. of October 30. deadline is also the house. new strategies. Secretary of Justice. Hotel Conquistador. massive layoff. 30. -Diversification -Publish -At hand -Intertextuality -Stealth mode -Rauxa/Sens -Rauxa/Sens Saturday, OCT 24: Saturday, OCT 24: Sunday, OCT 25: Obama Monday, OCT 26: Correct Excelsior Tuesday, OCT Saturday, OCT 24: The toxic cloud over Check with Web client. Saturday, OCT 24: Check Saturday, OCT 24: declares Toa Baja, Bayamón, manual. I had a meeting with the 27: IPA is sent. After attending university the front houses at my His office windows were on my family, they had to Said no to a prospective Cataño, Guaynabo, and San director of Casa Roig and curator required workshop, street. Speculations about blown out. They work move from the area because client who wanted us Juan Disaster Zones. They to organize next year’s typographic started working in final the incident are many. from their houses. I know of toxic cloud. Coordinate to lower our fees half expect major environmental exhibition of both Excelsior and IPA version until late. Homeland Security is we will not get paid soon. with them the pick up of their price and to prepare damages. I can hear police Latinamerican Biennial. My new dog is not activated. Buchanan US What Goverment is saying animals. Conversation in a 2 his exhibition proposal helicopter while working in happy, she is not allowed Fort is closed. This is and what we are hearing hour traffic jam from which I document without his IPA. Woke up with headache to go out to patio because practically down the street from witnesses is not could see the flames and feel commitment to give us and coughing, my house is of toxic rain. of my godchild’s house. matching. a bad taste in my mouth. the job. open, it’s all windows. S -Publish T TOOL RESILIEN -At hand -Rauxa/Sens -Anchored -Diversification er O’Neill, 2009 Mari Mat -At hand -Other: No -At hand -At hand -Intertextuality November and December 2009 Timeline of my circumstances Sunday, NOV 22: Tuesday, NOV 24: Wednesday, NOV 25: Thursday, NOV 26: Critic Friday NOV 27: Saturday, NOV 28: Dinner with Sunday, NOV 29: Monday, NOV Leave to Buenos Interview at location Interview with established session by my designers at Designers work fellow colleagues (designers and Finishing 3 version. Work 30: Interview with Aires for the with trendy Argentine Argentine designer an FADU class presentation. day. We published professors). Notice guests a bit the whole day. Designers succesfull up and coming Excelsior’s clinic team designers. educator. Refused to answer we notice billboard about documentation on the edgy around Cosgaya. “We are are pumb. typographer. A bit Agiprop with two designers. political question. “desaparecidos” from the Web daylie. dissidents”, they told us in a soft and refreshing dialogue academic community. voice. -Rauxa/Sens -Publish -Anchored -Fast Feet Play -Fast Feet Play -Fast Feet Play -Stealth mode -Fast Feet Play 27 days of design and teaching practice Tuesday, DEC 1: Wednesday, DEC 2: Meeting with Argentine Professor to check Thursday, DEC 3: First day of Friday, DEC 4: 2 day Saturday, DEC 5: Last day of the clinic. Meeting with tutors. my impression (the inside scoop). He allowed me to record him. Excelsior’s clinic, where host of the clinic. Every We are told “You have to abandon the Unfortunately, all my impression were confirm by him, “this is a Cosgaya said “I did not tell you morning I did a very project” few lines later were told by the club, and they fear your because they don’t understand you, they everything when we first meet, quick meeting with same professor “Your project in one of the cannot place you.” Sent consultation to tutor: “Cosgaya questions believe me.” Last interview a type of post-it card most innovative project in Latinoamerica”. the validity of Hotel Excelsior, his posture is that the typography for research with a successful sorting to establish I answer “my country is disappearing, works only in a Puertorrican context? Tutor’s answer: “I would like industrial designer decide on the tactic, strategist, and because the young are getting killed.” to know why Cosgaya is questioning the validity of using the Hotel spot not to allow interview but talk the plan of action Before the professor statement, Cosgaya Excelsior typeface in a non Puertorrican context. What makes it about his grandchild instead. I had of the day. Designer admit it was the first time they participate only valid in a Puertorrican context?”. 3 whiskey on a road that day. explained typographic in a clinic in an academic enviroment. procces. They were very impressed that we were able to put it together. -Publish -Publish -Fast Feet Play -Other: No -Rauxa/Sens -Fast Feet Play -Stealth mode -Rauxa/Sens Sunday, DEC 7: Tuesday, DEC 8 Students Wednesday, DEC 9: Conference Thursday, DEC 10 Tuesday, DEC 15 Wednesday, DEC 16 Friday, DEC 18 NU Monday, DEC 21 Dean recommend Returning to arrived late to class because at Beta-Local, open education My computer does not Designer notify me that Final grade, mayor notified that I need to us for university permanent exhibition Puerto Rico. of shoot out on the street light non profit organization. We wake-up, when into the deadline for 4th class failures. Discussed revised my IPA for display. Pre production for a second intersection at the entrance to showed the video clips and a coma and die. I am ICTVC conferences concerns with the January 8. Institute museum exhibition (UPR). We are happy. the campus. Dean of my school presented the Argentine issues. happy, take time in in Cypres is January Dean who admits is of Culture resigned gets trap in the shootout. Kid Public consent that the user buying a new one. 10. He accepted my a institutional failure. to take Museum escaped, but was followed into finish the typography as an act invitation to write She set up deadline direction at where I a shopping mall and killed. That of rescue regardless of historical about Excelsior for January 12 of an teach. Knew holidays day, Dean informed me that awareness. project. Executy Summary Report were over before they fellow professor have Leukemia. concerning a Design started. S T TOOL Journal. RESILIEN -Diversification -At hand -Diversification er O’Neill, 2009 Mari Mat -Publish -Rauxa/Sens -Rauxa/Sens -Anchored -At hand 41  January 2010 Timeline of my circumstances Friday, JAN 1: Rewrite Saturday, JAN 2: We Monday, JAN 4: Tuesday, JAN 5: Wednesday JAN 6: Thursday, JAN Friday, JAN 8: Brainstorming Saturday, JAN 9: Late in planning IPA addressing committee start writing abstract about Started writing Time contraint Decided to take my 7: Sent IPA and meeting for both University university courses, start writing issues. Organized meeting Excelsior as a design Executive meeting with tutors, chances and take postion finished Report. and Museum jobs, plus a new syllabus, including a new course for the with tutors, send out phenomena. In a few hour Summary Report. some issues are not in post colonial issues business in a editorial assignment. interdisciplinary program a University agenda. Night before we manage to structure the resolve. with the IPAthingness. Sent abstract to conference. of Puerto Rico. I was planning teaching open an educational blog. whole paper. knew knowledge acquired in the DDP. I started my apartment renovation. -Publish -Publish -Anchored -Rauxa/Sens -Fast Feet Play -Fast Feet Play -Fast Feet Play -Anchored -Fast Feet Play -Fast Feet Play -Diversification 29 days of design and teaching practice Tuesday, JAN Wednesday, JAN 13: Meeting with Dean, Chair and professor concerning university exhibition. Chair starts saying “we Thursday, JAN 14: Starting last stage of Friday JAN 15: 12: Morning need decorative stuff you guys do. I mean no offenses”. I asked at the end of the meeting about Haiti and the University role. Pharmacist web site. Having difficulty going Recieved email meeting with Dean, I wrote that afternoon an email about it to tutor who did not know about Haiti disaster : “I spoke with Chair at the university, back to routine, and directing designer. Register from student discussed Executive but beside first aids and stuff -that is what they need now- could not answer me about setting up a creative task of faculty in Achitecture for Humanity. Used our studio requesting a Summary and the and student to consider long term solutions The reason is that the city is flat now, including hospital, hotel, and government Facebook page to call for designers help for Haiti. meeting with School mission and buildings, if because there is no urban planing, they are poor so people built with what they can, and plus political instability. Send emails to Argentines. A.M send me an official other students, goals. At 4:53 of So I spoke to A.M. [arquitect] to contact his university Chair, and his international contacts, to see what we can work out. respond from the American Institute of Architect, the Dean the afternoon a 7.3 Some much for innovation, design thinking..responsibility. ‘Is all about the money, is things get done or not’ the Chair said to were he is fellow. I do research and stumble with a and myself earthquake hit Haiti. me this morning; with echoes last module marketing class tutor, and I think last faculty member, that evaluate my first IPA. local chapter of Architecture of Humanity run by an in references That’s hard to swallowed when you have piles of bodies in the street. This are the moment that I have to agreed with J [other architect that I know. I contact him. New business to failures in tutor], yes, I’ll be categorical. (stubborn).” in a editorial assignment taking a down turn. classes. -Anchored -Anchored -Rauxa/Sens -Other: No -Other: No Saturday, JAN 16: New Monday, Tuesday, JAN 19: Bump into Wednesday, JAN 20 Friday, JAN Wednesday, JAN 27 New Chair take away Thursday, Friday, JAN 29 A friend of business in a editorial JAN 18: new Museum director on campus Meeting with A.M 22: Contract is the whole year budget from the University’s JAN 28 mine from Trinidad and Tobago assignment went down. Tutor notified who expressed interest in picking about logistic of putting signed and it Museum and force them to cancel activities. José Ramón refer us to a friend of her for an Although enthusiatic about me that IPA up the dinnerware exhibition. together a group of send to Chair I make moves and send message thru the de la Torre illustration job at Boston. We our services they prefer approved. Meeting with student. “If I diverse design students. at University grapevines to possible new University’s gets elected engage immediately. Unethical advertinsing agency. Bump learned why I do not have a good He wants to handled of Puerto Rico President, José Ramón de la Torre who I have as the new photos by Puertorrican doctors in with A.M.’s Dean on bakery, grade?”Issue resolve by reflection. outside his university to for the Museum meet in a design job before about what was president of the Haiti gets published at Facebook. spoke to him about Haití, did Dean informed me she added new avoid political noise. job. Day before going on with the Museum. We realized that University of There is a public outcry. not get much reaction. Industrial Designer professor to the started classes. we have lost all new business. We went for Puerto Rico. Haiti project. She gives me the “go dinner. S T TOOL ahead”. RESILIEN -Stealth mode -Stealth mode -Diversification -At hand er O’Neill, 2010 Mari Mat -Anchored -Rauxa/Sens -Rauxa/Sens -Fast Feet Play February 2010 Timeline of my circumstances Monday, FEB 1: Wednesday, FEB 3: Give Friday FEB 5: First meeting with Monday , FEB 8: AFH first meeting. Hear scary stories from the doctors. Tuesday , FEB 9:Explained project to the students. Continue working conference at Contemporary Haiti group with the Dean. 2 designers First thing they acknowledge the damage a few doctors made with the Some are repeating the course from last semester. I with clients at the Museum with A.M. about our 2008 from the studio join in. Organized the Facebook photos. They estimated 400 thousand amputees. “So is ADA chose one of the them to be the representative of the same time trying to collaboration at CasaPoli. That day agenda for meeting. In the morning Law city” I said at loud. During the day designers had set up the blog at graphic design students with the others groups. Is the land new business. we got an email that the abstract got meeting with a new business a Wordpress to help with the co-virtual group (50 students, four professors, same student that has requested a meeting because of accepted to the conference. publishing job. and 2 designers from my studio). In the afternoon, class at UPR made a failure in grades. collective mental map concerning the personal and professional interest and how it connects to the others and global communties. -Publish -Fast Feet Play -Anchored -Anchored -Diversification -Diversification -Diversification -Rauxa/Sens 28 days of design and teaching practice Wednesday FEB Thursday, FEB 11: Started Saturday FEB 13: Got a invite Tuesday FEB 16: Thursday, FEB17: Work Friday, FEB19: We got the Saturday FEB 20: Things really started 10: Started new working new job and continue to participate in Pecha Kucha Coordinator missed late with the student for the illustration job. First deadline, to get crazy with the coordinator. Not job, university finishing others. We decide not for Haiti; redirect it to the deadline of PO with Pecha Kucha presentation. the following Monday. giving us the right content, but giving us permanent work co-virtual and just do it ID professors and I took the supplier. Job is becoming Especially when it turn out University Museum director attitude. Me moved deadlines for others display. Sat down old ways.We set up camp at opportunity to give my students a nightmare, I am concern they are two presentation, calls and notified that the clients just to make sure we don’t missed and interviewed my studio. We consider hiring a chance to put it together the with legal consequence. informed late by one of the new Chair hostility had stop. them. Realized I was way behind the DDP the coordinator more people but got afraid design; as a exercise concerning Started documenting ID professor. Concerns with “Did not know you knew the Research but manages to deliver a client (professor) in able of the inestability in the job the Other. I had concern that everything. Refine so much noise, different President de la Torre”. She deadline on time. I told coordinator if to extract from enviroment. Wrote entrie about from the 2 AFH meeting the catedrahaiti blog for libretto despite already respond to him: “I don’t, you don’t follower our recommendations him the scientific the Other in catedrahaiti. whole Haiti thing was becoming better collaboration. Set agreed on February 5. actually.” Job is back but we have to withdrawn our name from the information. too hype and less about asking up brefing system among Notice ID students are lost, move to August. credits. He answer: “You are here to please the user what they need. students. mine are centered. me”. -Publish -Rauxa/Sens -Other: No -Other: No -At hand -Fast Feet Play -Publish -Publish -Rauxa/Sens -Fast Feet Play -Other: No Sunday FEB 21: Monday, FEB 22: Turn out coordinator Wednesday, FEB 24 Dean set up Thursday, FEB 25: Meeting with new Friday, FEB 26 Saturday, FEB 27 Sunday, FEB 28 Very Coordinator disappear is out of the country. The person in the a meeting reacting to my concerns professors and the Dean. Although very New illustrations A.M send me a text distracted, started to get back just when going into print contract received all the documentation with the missing in action and civilized I realized it was allot of BS. Dean come in for next message at 8 AM to the DDP. Missed deadline production the next day. and take over the job. But decide to attitude of new industrial designer was supportive. Decided to let it go, and Monday. I am concerning Chile for illustrations. We continue documenting accepted the coordinator revision despite professors. That night go to continue project without counting on him, really tired. I earthquake. Turn every step. Change tactic our recommendation. Design gets hurt. conference about news and Haiti in if he did not wanted to engage that was his uploaded A.M. out is near where and decided to contact the Coordinator calls me. I direct call to the Sacred Heart University. President responsibility. Dean informed me that contract recordings of we stayed. Spend contract person in charge Designer. On the other job, we deliver the of the University verbalized my person said to her: “This people made a his first session day trying to reach the next day. illustrations on time. concern: “Who is the interlocutor?” beautiful job but the coordinator butcher it.” at catedrahaiti people over there. blog; refreshing I have a very bad S T TOOL dinamics. feeling. RESILIEN -Stealth mode -Diversification -Anchored er O’Neill, 2010 Mari Mat -Publish -Fast Feet Play -Rauxa/Sens -Stealth mode 42 Professional Doctorate Portfolio  R March 2010 Timeline of my circumstances Monday, MARCH 1: Since I Thursday, MARCH 4: Industrial Design student approach Tuesday, MARCH 9: I moved Wednesday, MARCH 10: Meeting with Dean, where she agreed with my findings that the am behind with the DDP and me, he is concerned that the CH is confusing and that his my Graphic Design group to the whole Design program need to be reprogram, but she can’t answer what is her educational pick up Kevin Hilton’s frustrated professors are not communicating between them. Also, I same classroom of Industrial vision and also she has a tight budget. We make plans to set up a committee to do the task at tone and his sometime confusing knew mine were frustrated, because we have no user identify. Design in able to give them a hand. Dean set up a meeting of CH ‘s professors but then cancel it. My designer and partner communication emails, I From this student I found out that finally we have a common senses of teamness. What we do, get interview by Smithsonian-Corcoran and gets accepted on the spot to the to the Master established the tactics to send classroom to work. University job is finished on time. Mayor we leave around so others can see. of Arts in the History of Decorative Arts program for fall 2010. They are fascinated by all him material bit by bit. of Caguas is one the attendee. Next day recieved email from his jobs and that he has a formless practices. I am happy but need to replace him. Chile - they are alright: “but death is close by”. -Rauxa/Sens -Anchored -Other: Comunnication -Publish -Publish 30 days of design and teaching practice Thursday, MARCH 11: Student Friday, MARCH 13: Tuesday, MARCH 16: On the Thursday, MARCH 18: Got Friday, MARCH 19: Saturday, MARCH 20: Monday, MARCH invites over missionary Andrea Started presentation for way to meeting started doing invited to Industrial Design Received letter that I Consult a fellow artist and 22: Started myself Perez and I bring over Haitian Cátedra Haiti’s first voice registro, since I know I am class to give a orientation was nominated for the friend about contacting working final Painter Vanessa Russo to gives all the groups meeting. in a very tight time constraint. about Action Research. I feel United States Artists my past art dealer, now adjustment in Hotel lectures to students at Cátedra Know is important I Presentation was well received, both students and professors (USA) Fellowship, an retired, about identifying Excelsior type.We Haití. Russo was my painting address issues or I will students and professors look at attitudes very positive. unrestricted grant of an interlocutor for Haiti. agreed to use some student. She just happends to be loose the students and me with different eyes. Dean Especially feel support by $50,000 in recognition of I decided to contact her, of the Argentine on the island for a few days. She professors. Decided to can’t not attend. Next day, professors. their outstanding creative and set up a meeting recommendations. feel lost and impotent concernig use flashy gadget that designer announce that one of contributions. Deadline with professors. First of a Haiti. She defies what they Hilton has refer me. the Excelsior designer was not for submission April 14. series of interviews of new thought Haitian were. working due to financial needs. Workers came to put new designers (bit frustated that I windows at my house. have to start training again). -Intertextuality -Rauxa/Sens -At hand -Fast Feet Play -Anchored -Anchored -Publish -Other: Termite behavior -Diversification -At hand -Other: Comunnication -Other: Comunnication -At hand -At hand Tuesday, MARCH Wednesday, MARCH 24: My ex-dealer gave us a reality check Friday, MARCH 26 Lunch with Monday, MARCH 29 Meeting with Tuesday, MARCH 30 Organized my 23: Send letter of about Haiti. Felt happy that finally found an interlocutor, who Mignucci, he consult me the UPR Industrial Design professors to organized group for presentation of prototype thank you to volunteer turn out to be a full cycle, back to my art dealer. She is from Haiti. university offer him to Chair Graduated Executive Summary and methodology book. of Cátedra Haití book. I invite my designer. She call She will present us to Michèle Duvivier Pierre-Louis, director of Program. Although he has years of Mignucci miss meeting because he forgets designer come to give critic to their right back - turn out it Foundation for Knowledge and Liberty (FOKAL). Notice that experiences teaching, he doesn’t have and goes to job interview instead. Decide work, he enjoyed the experiences, a misunderstanding. friction between Industrial Design professor with me is almost an academic practices (never has been to meet anyway right there on Mignucci’s we have talk about the future of Although I know she is no existences and I acknowledge that to him, that I am please faculty). Meeting next also with ID University patio. Organized and established professionals and the future of Puerto very low economically. that noise is over (he too). My art dealer asked for a Executive professor to organized second meeting of strategic. Start noticing Dean is too silent, Rico (if any). I understand, because I Summary for initial presentation. Set up a meeting with professors all Cátedra Haití groups. Both Mignucci she is not communicating. I feel I am also have been very for schedule, since it was need it for April 14. I am concern that and I would not be present, so Industrial running the show alone. Organized Plan S B with UPR students, in case of student T TOOL tight financially. spring break is coming up, needed also to work on the DDP. Design professors have to carried RESILIEN meeting. demostrations. -Anchored Mari Mat er O’Neill, 2010 -Fast Feet Play -Diversification -At hand -At hand -Anchored April 2010 Timeline of my circumstances Thursday, APRIL 1: I started Monday, APRIL 5 Manages successfully to give Tuesday, APRIL 6: Received a petition from my tutor to contact for him my Dean, because he couldn’t get hold on her. Felt uncomfortable about doing working on the DDP, since class to UPR students by activating Plan B, due to it. Especially I have complaint about conflict of interest to my tutors before, since she also a DDP’s student. Send text message to Dean. My Graphic students, professors and the the taking over faculties of Humanities and Social Designers group could not meet up with deadline for the Friday’s presentation. I took the risky call to give them empowerment to finish it by Thursday. Dean were late in the material Sciences. We move to a near book and cafe shop. Dean convokes full faculty and student for Cátedra Haití meeting, although I have expressed concern that CH become a private club, it was a bit of a for the Executive Summary. Set Received email cancellation to school evaluation surprised that the meeting became a project presentation. I spoke to her briefly on the matter on how to combine both agendas. She was very frustrated up a realistic schedule for all the committee first meeting by the Dean. She has of Industrial Designers execution. I told her CH was showing Design Program weakness. Asked her if I could communicate logistic to Industrial the task, including Design jobs. become very hard to reach. Professors that were not aware of her expectation. Coordinate logistic and agenda for Friday meeting. Receive a call for cancel meeting and reschedule for dinnerware exhibition design, they move the job to 2012, and we needed it a job soon. Send out emails to new businesses (Web sites and cook book), accomplish dinner date with prospective client. -Fast Feet Play -Other: Comunnication 19 days of design and teaching practice Wednesday, APRIL 7: Trying Thursday, APRIL 8: Started doing Friday, APRIL 9: Sent out draft Sunday, APRIL11: Sent Monday, APRIL 12: Tuesday, APRIL13: Meeting with Museum to meet with Tutor Hilton has Executive Summary; United States to Dean for approval. Made final United States Artists (USA) Sent out for printing director, convinces her to do a bigger design been very difficult. In April we fellowship draft, at the same time, changes. Went to Cátedra Haití Fellowship. Sent text Executive Summary and research project and to start early. In the went blank. Tutor have problems monitoring students works by email. presentation. It was successful in the messages to Dean concernig sent out email to Dean conversation she confirm problems with with email and phone call, so I Got email invitation for Conference senses that it accomplish presentation her name is not in the concerning Graphic ours students. Ask again for meeting with made the call although I can’t from the UPR concerning the class of the educational platform, but it Executive Summary, she ask Design students failure Dean, using humor. Sent back my students, afford it. But achieved to have a I was giving. At 11 at night I knew really show students weakness to me to put it in. Got a phone to commit, don’t get any except 2 of them, to the regular class clear briefing of what is expected I didn’t have presentation from my implement design and it make visible call from Mignucci about reaction. Very difficult to assignments. Were very surprised, but quickly for the MPR. Plus, I was concern Graphic Design Group, made quick the difference between Mignucci’s his students reactions, they communicate with Dean, accommodate. I felt I was teaching urban city that I will be judged by my Dean decisions students (from the city) to ours (rural notice our student lack of except electronically and high school kids, got very frustrated, start unreachable status. areas). Although I played low key, comitment to the project. He text message mode. I thinking about leaving the university. Realized students irradiate to me. invite me over his class to am 2 days behind in my that I will run out of cash soon, first time ever, talk about this reactions. DDP’s schedule. ask for family loan in able to attend Cyprus Conferences. -Fast Feet Play -Publish -Publish -Fast Feet Play -Other: Comunnication -At hand -Stealth Mode -At hand -Diversification Wednesday, Thursday, APRIL 15: Museum Director contact me to say Friday, APRIL 16: Sent email to Dean concerning Museum Director invitation to Monday, APRIL 19: Phone conversation with APRIL 14: she contact University’s Chair about our design students Chair cultural activity. Dean convoke a meeting with me next Tuesday. Got news that Mignucci, he doesn’t think Turabo’s students might Deliver Executive problems and wanted me to bring over the Dean for a friend and colleague and former student of mine might have breast cancer - she is only cut it, neither the Dean, he asked to consider to run Summary on time, cultural activity at Chair’ house to open the conversation 31 and orphan. Got really distracted - organized friend team for support. Need to keep Cátedra Haití with him outside institutional context. as well got the for Design school support. I got concern intermediately schedule (New buss; conference opportunity; DDP). That night went to AIA Haiti I expresed my impression of the powers to be in AIA good news I won’t that I was not be able to be under the stealth mode conference were Miguncci’ students presented their work. Ex Governor was there and meeting, and how gender could play a role. But it paid taxes this year anymore. I submitted Hotel Excelsior Specimen Poster Whos’ Who of architecture, including US President of the AIA. I felt uncomfortable, was hard to defend Dean abscence, since she is an and will get back for an art exhibition locally concerning typography for wonder why Cátedra Haití could not be grassroots. A Haitian Architect Leslie Voltaire Architect. Late night: Hotel Excelsior got accepted! a refund. There a the International Congress of Spanish Speaking Writers said something that really hit me in the face: “Countries like ours, there is nothing strong rumor of in May. Finally starting getting Action Research from provisional, what is provisional is permanent.” S Industrial Design students, they have been very reluctant. T TOOL UPR strike. RESILIEN -Anchored -Fast Feet Play -Fast Feet Play er O’Neill, 2010 Mari Mat -Diversification -Fast Feet Play -Diversification 43  April 2010 Timeline of my circumstances Tuesday, APRIL 20: Meeting with the Dean about students performances in Cátedra Haití, discussion about Wednesday, APRIL 21 UPR students declares a 48 hour Thursday, APRIL 22 Spoke with fellow artist, a need of a clear vision and asking Chair support if the Design School will evolved as a serious academic strike with possibilities to change it to a longer one. UPR educator and architect about FOKAL and my program. Manages to move the Dean to identify specific objectives and to tackle it soon. Asked for better faculty joines them. Sent email to Humanities Director to see Design School. Putting network together. He said: communication and she asked me to be sensible to the fact that the school students might not be able to reach if he can get my paycheck. Received more AR from Industrial “New generation have no commitment, they are no university quality level. She is enthusiastic but felt she has no faith things will changes. Came out with a feeling Designer students, that I comment on them before going to fighters. Is scary what we have cultivated for this she is powerless. And I didn’t wanted to be the power behind the throne. My tenant gets layoff and decided to fight Health Insurance in my friend’s case. Shared 2 of my country.” (This allowed me to frame it correctly.) fight me over eviction notice. My realtor said this attitude is common now, people are frantic. During March registro with them concerning CH, so they understand AR. Interlocutor could not deliver to FOKAL the unemployment wet up to 16.2% and in US Mainland it has goes down to 9.7%. Executive Summary, there is no gasoline in Haiti. -Anchored -Fast Feet Play -Fast Feet Play -Other: Comunnication -Other: Open Process -Other: Terminte Behavior 19 days of design and teaching practice Friday, APRIL 22: I had to Wednesday, APRIL 28: After six day, Governors Secretary announces that professors and Thursday, APRIL29: Cancel my classes Friday, APRIL 30: Woke up with 3 banks stop DDP work, needed to administrative workers will not get paid due to strike - although it was administration that closed the due to unexpected friend biopsy. Very early less, one of them I have my retirement take charge on friend cancer University of Puerto Rico (UPR). If that so, by next month I can’t paid my credit card, although I have fight with government health insurances and in the other the checking account. situation. Got a phone call continue my class on a Book and Coffee Shop. 2 day before the Governor said in his state address technician concerning catastrophic UPR’s presentation was successful, UPR from new buss’ for meeting that the state university is a money pit. At the same time, Education Department declares the Week assistance. They proposed that my friend quit Interdisciplinary Director proposed in at following Tuesday. Finally of the Language in able to celebrated English language, all is happening when in US Congress a her job, becomes indigent, in able to have front of audience that my class become a things are moving again. Will Plebiscite Project is been lobbying with resistance by the Tea Party movement and in early May, there access to insurance. Due to my persistence, core course in the program. A teacher in work with new designer. Re is a celebration of International Writes in Puerto Rico, were Hotel Excelsior will be exhibiting. Take 2 technicians discussed with director, and the audience thank me, because I thought design HE Specimen poster, I my friend to surgeon appointment, and discussed emergency procedures. Late night with prospective funding will be grant if she is confirm about teacher’s reality. After conferences, wanted to be based on Audrey client, who is incline to choose us because we are user center. End with a $75.00 parking ticket. Having with cancer. Late night, putting next day spoke to him, he stand behind offer, if Hepburn posters with design difficulty to organized meeting with Cátedra Haití professors to discussed strength and weakness of the conference together. Feeling burn out. Government doesn’t eliminate Humanity partner (we are a strong duet). activity. Also having difficulty locating interlocutor. Department. UPR student confide in me that her mother was layoff due to bank byouts. My designer and I buy plane tickets to Cyprus. -Fast Feet Play -Publish Saturday, May 1: Hotel Excelsior Specimen Poster deliver Sunday, May 2: Continue intallation of Monday, May 3: Responded to interlocutor email by phone call. Michèle Duvivier Pierre-Louis, is not longer in Haiti for exhibition. Work the rest of the day on type presentation my house bathroom fixtures. Analyses neither she is working in FOKAL. “There is no one to talk officially. They are passing a law that will give the president to tutor Yee since we asked her opinion about the typography. data of the DDP research, came up to total power for months. There is so high corruption in Haiti. We were in a meeting with UN representative when the Getting used to idea, of working alone again and following realization how damaging is the colonial helicopter when down, he has to cut short the meeting. But everyone that saw your Executive Summary were impressed plan despit obstacles. Making adjustments. Spoke to one of status to my lfe. Didn’t see that clear before, for the enthusiasm and the report itself”. We agreed to meet to see how we can canalized project in smaller scale at the my designers and share her frustration that there is no design or that direct. Aske help from sociology, same time, she think I should be part of the task force of Puerto Rico Community Foundation in Haiti project. Trying to industry and that the level of performance is really low. The anthroply and sicologist to analyses my get professors together, send out another email to see if I can get them to engages. Receive email from one student saying ony good paying job were mindless shopper type of production data, following friend suggestion. Send that she wanted to finish last written report, but can’t because she don’t know how to proceed, she don’t want to be at fault that requireds technical skills only. UPR Chair anounce they out emails to prospective collaborators and with her commitment to me. Start thinking that Turabo students should be handled as high risk students. will open gate in the folowing Monday despite student strike. clients. Afternoon teaching with a few UPR students, they infomed me that I was the only one continuing S teaching. We discussed the strike as a tradional solition to the space problem. T TOOL RESILIEN -New: Script -New: Script -Publish -New: Script -Other: Comunication 2010 er O’Neill, Mari Mat -Diversification -Anchored -Diversification May 2010 Timeline of my circumstances Tuesday, May 4: Riot Police broke into one of the UPR entrances. Received text message from student responding to my Wednesday, May 5 Change of plans: my friend and ex-student Thursday, May 6 We got concern: “If they break in, we will not resit the riot police.” Young design student breaks down after class because she will has an aggressive cancer. Drop out everything to meet surgeon her in the State Catastrophic join the Air Force in able to support her mother: “is the only one that will give me a job”. Spoke to student late night about and State Health Insurance. Since I have already designed a plan, Health Insurance process. Catedra Haití performance, school commitment to them and design program, and expressed me: “We are a bit the Haití factor”. I just follow tru. Set up task force meeting for Friday. Know Accomplish that she will be the I demanded from them commitment and self empowerment in their education. Summoned a meeting with professors for next it will have an impact in DDP and clients work. But need to School of Oncology Chair’s Monday. Friend didn’t want to call for biopsy result, move her aggressively to call next morning. Used UPR student process book minimized it in able to tackle everything. Found out my broker patient. Go back to DDP. as an example of teaching tool to a student at Turabo. Also, asked student from UPR, and ex students of mine now working, how is out of his job due to bank consolidation. Late afternoon when to relocate the young student so she didn’t have to drop out school. to see the Typography exhibition. Manages to get Turabo student jobs interview. -Publish - Script -Other: Comunication -Fast Feet Play -Diversification 29 days of design and teaching practice Friday, May 7: Saturday, May Monday, May 10: Meeting Tuesday, May 11: Friday, May 14: Saturday, May 15: Sunday, May Wenesday, May 19: Got a $800 water Organized a group 8: Meeting with with architect at the bakery, Cancel meeting with Write thank you note Paid house loan, drop 16: Letter to UPR bill, cancel day with MPP, but before for support, set-up a Creative Director, the other 2 professor could tutor. Surgeon meeting to professor, resign it in the bank box. students from well manages to get hold from a social meeting late afternoon at the same bakery, not meet to discussed about to disccus procedure. the Project CH. Got a Work on the MPP. know and emblematic worker that just published a book about in popular bakery near decides to follow Cátedra Haití outcome. We She is feeling money call from former client Text message student latinoamerican write the construct of puertorircan families. the beach. Organized instint and change discussed lack of logistic, lack issues due to medical concern with museum to monitor collection. Eduardo Galeano is Spend day in Water Office to put a stop it like a design project. to an unstructured of reflection from students expensed, The collection at UPR, At 1 am there is a 5.8 published on social to cancel water services and start an Pick up my tools interview. Work and he asked me again to pull Castastrophic is not due to plans to cut earthquake on the west networks: “when the investigation. I am told I have to do this beforehand. like a charm out CH from the institution. yet in place. Need to electricity on campus. side of the island. No rest said No, and maybe every month until investigation is over. Architect also decline been the speed up her exams. Police strike father who casualty, but people tomorrow, the student Realizing I’m behind with Cyprus’s Director of graduated program Times was against her. is trying to give food are scared. said: now.” paper. Finish grades for Turabo. at UPR and took an offer from to his son on UPR. a private university for better Continue with MPP. -Intertextuality paid, although nor as faculty. - Script -Anchored -Publish -Script -Rauxa/Sens -Anchored -At Hand -At Hand -Rauxa/Sens -Other: Comunnication -Fast Feet Play -Fast Feet Play Friday, May 21: Go to Cayey for System Saturday, May 22: Monday, May Tuesday, May 25 Thursday, May 27: UPR Friday, Saturday, May Thursday, May 20: Realized I need it help to address dixlesia’s Faculty meeting. I chorus with them Got letter from IRS, 24: Got a call for and Wenesday, May administrator call me to May 28: 29: Volunteer issues on the MPP, tutor was complaining to much about spelling “11 campus 1 UPR”. Participate in the own $500 dollar in a possible new 26: Surgeon and next amend my contract due to 110 layoff, from UPR errors, mistakenly thinking that all dixlesias are the same. Sent it voting for support of student strike and taxes! Call bank, client illustration. day Oncologist in strike. They don’t know 53 doctors, Department to student of UPR that was part of my class. Industrial Professor resignation of UPR president. When very both for VISA and Set up meeting State Health Center. I already finished course at State bring over my 3 chat with me to thank me for all I taught him and that experience quiet, I knew allot of people. One of House loan. For the for another Patients need to be at on schedule. Director is Health paycheck. I hug was enriching. Found my house check, went to bank to paid again. them asked me: “You are not at the Art first time, I realized client dinner 4 am, in able to get an informed me that a person Center. him, call him a Don’t know what I put on the bank box. Found out about next day school anymore, right? The new board that I might not final contract. appointment. There are from his department have hero. I can paid all UPR system first time ever faculty meeting. I knew I was way of directors instruction from Governor make economically Continue cancer patient that slept the professor checks. Sent VISA. behind, but couldn’t write about the theory without the practice. house was to fired you”. I responded that this summer. working with in the car in able to get UPR grades. Sent MPP Decide to go. Early night riot at Sheraton Hotel, near my house, S it might be a case of name mistake. Since Continue working MPP. early treatment. Got a one day before deadline. T TOOL due to UPR student strike. Students, workers, newspaper and with MPP. RESILIEN tourist get hit by riot police. Chair and my name sounds phonetically call: the internship in -Rauxa/Sens the same. Got email designer place. -Anchored got into FADU, -At Hand -Stealh Mode er O’Neill, 2010 Mari Mat -Fast Feet Play -Anchored -Rauxa/Sens 44 Professional Doctorate Portfolio  R NOTES In the month of April 2009, when the researcher started using the tools as a method, a new one came in with recognizable importance (they were eight tools originally): The Script Tool. concept map in this Portfolio of Evidence, pp.112-113) that This tool is meant to be used if high is consistent with countries that are experiencing shutting level stressors are experienced, moving off events, such as social violence, emblematic institutional the individual towards burn out; implosion and bureaucratic clientelism, which Hopkin therefore, the ability to make decisions defines as ‘a form of personal, dyadic exchange usually will diminish and, in most of the characterized by a sense of obligation, and often also by an situations, the individual must follow unequal balance of power between those involved’ (Hopkin, without self-questioning the decisions made beforehand. 2006, p.2). In a period of seven months the The researcher spent more time fixing detours caused by researcher had only one unsuccessful stressors than with problems of the design or educational task, because two days before a client’s practice. These stressors are social political in nature. deadline there was an earthquake Consequently, like many designers in this type of colonial in Chile which distracted her since it context, the researcher succumbed temporally to social occurred in the city and town where she stayed a year before during an Art marginalization. ‘This long history of marginalization and Residency. She was concerned for [colonial] has produced and continues to produce serious her friends and did not know how they harms’ (Malabet, 2002, p.391). have been affected. 45  REGISTROS In these forms the researcher recorded tacit knowledge and the criteria for choosing the tools. The registros include visual ethnographic items (drawings, photos, video, and audio), a description of the situation, the tools that were used, guidelines on how they were used, level of effectiveness, action research reflection, references, and a section of foreseen new knowledge. There were three templates’ adaptations. The two main case studies are: Cátedra Haití, an educational platform, and Hotel Excelsior’s Typography Project (included Top photo: Student and police, February 9, 2011, in this Portfolio of Evidence, p.56). These two were chosen at University of Puerto due to their complex, intertextuality and interdisciplinary Rico (Photo Ricardo components. Tabulation and cross-tabulation between the Alcaraz). Bottom photo: two as case studies and timeline, were also done. Professor (orange shirt) and students fighting at University of Puerto Rico This act of breaking down the researcher’s existing design (Screen shot methods initiated a systematic approach to the understanding of Internet video, of the patterns traced by the tools that were used during February 23, 2011). the process of her practice. The research did not focus on the artefact, but on the nature of the complexity of the contextual problems the researcher was facing as a practitioner in the design and education practices. A total of 15 registros were done during the period of October 26, 2009 to September 17, 2010. Not all registros involved the case studies. 46 Professional Doctorate Portfolio  R HOTEL EXCELSIOR (D/P) CATEDRA HAITI (D/S) TIMELINE (S/D) 11 – (D) 50% 9 – (D) 53% 78 - (S) 55% 6 – (P) 27% 5- (S) 29% 42 – (D) 29.5% 4- (S) 18% 2- (R) 12% 19 – (P) 16.5% 1- (R) 5% 1 – (P) 6% 3 - (R) 2% Tabulation: The number of times the tools were used according to a resilience pattern. The Situational tools are highlighted. The tools are divided in fourth sets (refer to in this Portfolio of Evidence, p.26): Philosophical, Dispositional, Situational and Relational (Polk, 1997). In the same order as listed, their definitions can be summarized as followed: user’s world view, user’s self worth, user’s problem solving skills and user’s roles in society. Tool Usage Findings: At a micro level the Philosophical and Dispositional tools were strong, but the more it reaches a macro level, the use of the Situational tools increases. 47  Registro’s template, P.1 48 Professional Doctorate Portfolio  R Registro’s template, P.2 49  Registro’s template, P.3 50 Professional Doctorate Portfolio  R TOOLS USED By the time of this registro, Script was not identified. It became visible in the entries of Other. It repeated various time in April, therefore indicating a behavior pattern. WAY OF USING THEM Researcher describes exactly how the tools were used, in order to identify if the operation repeats itself. IT RELATES TO OTHER REGISTROS The case studies were complex, therefore they were broken into activities for analysis purposes. Registro’s close up: Hotel Excelsior. Code: Excelsior_catedra_03_APRIL_10_v2. 51  PHOTOS Ethnography photos, audios or video were documented in order to be contextualized. Rought drawing of people and how they relate to the spaces were done in order to construct perceptual knowledge (body construction of knowledge). DIAGRAMS OF SPACES AND PEOPLE’S LOCATIONS Registro’s close up: Hotel Excelsior. Code: Excelsior_catedra_03_APRIL_10_v2. 52 Professional Doctorate Portfolio  R CARVER’S MODEL The researcher’s adaptation of Carver’s model, “Response to Adversity: the Domain of Possibilities” (Carver, 1998, p. 247 cited in Van Breda, 2001, p.36), to analyse the effectiveness and the interrelationship of the tools. REFLECTIVE PRACTICE Schöns’ s reflection- on-action and in-action CONTEXT This entries led me to Haraway’s Situated Knowledge and consequently to Registro’s close up: Hotel Excelsior. Post-colonial Theories. Code: Excelsior_catedra_03_APRIL_10_v2. 53  PROCEDURAL DIAGRAM OF HOW THE RESEARCHER USED THE TOOLS. Researcher final tools order of importance came from these diagrams recordings. On the actual working prototype its the Netting system. FINAL ENTRIES Researcher final thoughts, learned behavior. Registro’s close up: Hotel Excelsior. Code: Excelsior_catedra_03_APRIL_10_v2. 54 Professional Doctorate Portfolio  R INTERVIEWS Four structured and one unstructured interviews were conducted to explore which specific methodological tools other designers use and how they configure and reconfigure their collection of tools, during their adverse conditions. Four of the interviews were done in Buenos Aires, Argentina and the other one, the only female interviewed, in San Juan, Puerto Rico. The Argentine interviewees group was composed of one person that went through Rafael Videla’s dictatorship in 1976 and the other three, who were younger, experienced the financial and social shut down of 2001. All the interviewees are successful designers in terms of endurances and prestige, they hold a strong position in the community and some are design firm owners. These interviews were mostly carried out during the months of November 2009 and later on in the month of May 2010. REFERENCES Antonovsky, A. (1979). Health, Stress, and Coping. San Francisco, CA: Jossey-Bass. De Charms, R. (1968). Personal causation: The Internal Affective Determinants of Behavior. New York City, NY: Academic Press. Rotter, J. B. (1966). Generalized Expectancies for internal versus External Control of Reinforcement. Psychological Monographs, 80(1), Whole No. 609. Strümpfer, D. J. W. (1990). Salutogenesis: A New Paradigm. South African Journal of Psychology, 20(4), 264-276. Van Breda, A.D. (2001). Resilience theory: A literature review. Pretoria, South Africa: South African Military Health Service. (Online) http://www.vanbreda.org/adrian/resilience/ resilience_theory_review.pdf [Accessed May 2, 2010] Anon (2011). Screen shot of 24/7 video, February 23, 2011 [video online] Available at: http:// www. youtube.com/watch?v=PKi-rSQTBAI&feature=player_embedded#at=123 55  RESILIENCE TOOLBOX IN USE #1 At right: The researcher and her studio partner presenting the Excelsior’s conference paper for the 4th International Conference on TYPOGRAPHY CASE STUDY (2009) Typography and Visual The project was used as a case study for the registro analysis. Communication (June, 2010), on the theme The Hotel Excelsior Typographic project was a three-year Lending Grace to project that consisted of transforming an 11-letter logo from Language, University 1966 lettering to a contemporary digital typography. It was of Nicosia, Cyprus. At right on next page: Hotel used as an educational platform for both historical research Excelsior (Open Type, and for helping nine young designers to understand how 2011). historical events shape present sociopolitical scenarios. To view the presentation Since the beginning the researcher faced some unfavorable for the conference, circumstances and for that reason she can say that Hotel access the link below:http://prezi. Excelsior was born into adversities, developed as a resilient com/pb_rfmu9ecyg/ project itself. The project started in 2007 and the researcher typography-restoration- soon experienced political stressors. The researcher cannot as-a-sign-for- understanding-political- discuss the matters of this issue due to its political nature, discourse/ since it involved high officials in the past government Video: http://vimeo administration some of them still in office today. It suffices com/37397784 to say that as a result, she resigned her tenure track position 56 Professional Doctorate Portfolio  P ABCDEFGH IJKLMNO PQRSTUV WXYZ pqrley CH LL RR 0123456789 57  at the State’s Design and Art School, where she initially began this project. With full support of Hotel Excelsior logo’s owner, she continued the project as part of her design studio, using the Stealth Mode tool and with the collaboration of designers and design students. Some of the registros concern a Typographic Clinic that she organized with an Argentine professor from the School of Architecture, Urbanism and Design in Buenos Aires University, Argentina. Afterwards the registros were continued during the conference at the 4th International Conference on Typography and Visual Communication on the theme of “Lending Grace to Language”, which took place thanks to the efforts of the Department of Design & Multimedia of the University of Nicosia, Cyprus (2010). Being a complex project, three instances are presented as the argument for the RTRP’s tools effectiveness. FIRST INSTANCE: PUBLISHING, RAUXA/SENY AND FAST FEET PLAY TOOLS Once in Argentina, the researcher’s staff found themselves in an adverse situation when the Argentine Professor manifested NOTES that “You come to a serene place asking uncomfortable There were seven registros for Hotel questions” (Carpintero, 2009). For in depth discussion about Excelsior, one concerning a possible the Argentinian professors reactions refer to published paper exhibition of the project, five Typography Restoration as a Sign for Understanding Political concerning the Typographic Clinic and one concerning writing the Discourse (next section, in this Portfolio of Evidence, p.64). paper for Cyprus presentation (from October to December 2009). 58 Professional Doctorate Portfolio  P Top: Carver’s model from registro (refer to Appendix section, in this Portfolio, p.248). Carver’s model marks time up to four months in this registro because that’s when the researcher wrote the entries to unforeseen ramifications that affected her another project: ‘April. 3. 10. The lesson learned from [...]’s reaction has helped me to steer the industrial design professor in a collaborative space away from hostile confrontation because of his power discourse’ (from registro code: Excelsior_ catedra_03_APRIL_10_v2). Bottom: Procedural diagram from registro code: Excelsior_ catedra_05_JAN_10_v2: ‘Last day of the clinic, the Argentinians were very violent in their assumptions. I have to assert the right for liberty and at the same time tolerated their discrepancies without being repressed by them. Later, at a conference in Puerto Rico, videos of the ‘Guideline for use: (referring to tools) clinic were shared for public 1. Make it an open process so dialogue can be enriched by opinion on the matter. The others who have nothing at stake. [Publish] Argentines knew about the 2. Know your community history. [Anchored] conference at Beta-Local, 3. Recognize other forms of design thinking. Learn from they wished us luck with it, Yee ‘s design exploration terms (see Excelsior_catedra_04_ but were later surprised we NOV_09_v1) showed the clinic’s videos. “Liquid does not rebound, never moves into reverse.” (Bois Audience in Beta-Local were 1997 p.129). Be open to liquid definitions and comfortable taken back by Argentine with ambivalence. reaction, but dismissed it very (...) fast. Most of the debate had to New Knowledge (unforeseen ramifications) do with the act of mutilation March. 2. 10. I can’t comprehend the effects on people who and restoration, and the user have been exposed to institutional repression for long time. role in it. Which ironically was My arts knowledge (formless practices) is the main force in my one of the main issues we try conceptual tools’ (from registro code: Excelsior_catedra_05_ unsuccessfully to engage JAN_10_v2). the Argentines.’ 59  In this case study the researcher identified two findings: 1. The Publishing tool works against the tabula rasa that peripheral designers have inherited from the European Conquista (refer to paper Decolonize Methodologies from the Design Research Field, p.116). 2. The Publishing tool is fuelled by the Anchored tool that in turn promotes a personal paradigm in the researcher that Antonovsky identified as ‘Sense of Coherence’ (Antonovsky, 1979, p.183 cited in Van Breda, 2001, p.21) and a ‘Locus of Control’ (Antonovsky, 1979, p. 153 cited in Van Breda, 2001, pp.26-27); both thrive factors and driven by Rauxa/Seny, a ‘Personal Causation’ and another thrive factor. ‘Being the master of one’s fate’ or ‘being an agent of change in the environment’ (De Charms, 1968, p. 269). This finding was used as a basis to understanding the relationship between the tools and its processes. SECOND INSTANCE: INTERTEXTUALITY TOOL AS DESIGN SOLUTION Top screenshot: Video The Intertextuality tool was chosen as a way to solve the documentation of conference in Beta designers predicament. The finishing of an alphabet from Local about the Hotel an original lettering that has formal typographic errors, Excelsior’s clinics at created by a designer from a fast changing era (1960s), while Argentina. URL: http://dotsub.com/ at the same time being loyal to the researcher’s and staff’s view/068d00af-3558- contemporary moment. Through an intertextual action that 47db-be12-512d08e16cac 60 Professional Doctorate Portfolio  P consisted of keeping the original lettering errors, while at the same time designing from a formal Uncial calligraphic style and looking into the Puerto Rican posters from the 50s. THIRD INSTANCE: ANCHORED AND PUBLISH TOOLS The researcher’s staff were scheduled to give a conference at Beta Local, San Juan, Puerto Rico after the Typographic Clinic. The challenge was how to publicly present the Buenos Aires‘ clinics, which was repressive and contradictory discourse in a constructive way. This is how the tools were used: 1. Rauxa/Seny, Publishing, Diversification, Intertextuality - Engaged in a rich debate in Beta Local after presenting videos from Buenos Aires (refer to video online). At top, digital presentation of 2. Anchored, Intertextuality - Presented the Beta-Local and the project for the in Cyprus the issue of the design phenomena. Although Typographic clinic. At close in shared history with the Argentinian colleagues; bottom, researcher‘s designers (at center and they relate differently to it. The researcher chose the far right) participating Intertextuality tool, as the key to solve the design problem with FADU’s professors at design class critic because here acceptance of the importance to Publishing (photo by researcher, history’ errors. These historical errors are Puerto Rico’s 2009). failure in the government’s modernist national project and in the Hotel Excelsior, it is manifested in the lettering’s typographic errors. 61  3. Diversification, At Hand - Requested for additional opinion from another typographer about formal issues. 4. Publishing, Diversification - Went to another transnational forum to discuss conceptual ideas: the acceptance in the Cyprus conference “Lending Grace to Language” (refer to presentation online). The summary of the outcomes in the San Juan conference (refer to journal paper on next section in this Portfolio of Evidence) and the Cyprus conference were both successful. The researcher was invited to published presentation on a typographic journal by the organizer of the Cyprus’ conference. CONCLUSION As a Typographic Project an Educational Platform under Political adversity (both in Puerto Rico and Argentina’s experience) the use of the RTRP Toolbox during the project created areas of improvement beyond resilience. Such as THRIVING the emotional and the practice areas, therefore, the Level 1. Hotel Excelsior was finished by of Competency (Carver, 1998) was Level 4 - Thrive (refer to the researcher’s staff (Anchored tool) Appendices, in this Portfolio of Evidence, p.248). 2. San Juan and Cyprus Conference were successful (Anchored, Rauxa/ Seny, Diversification, Publishing and Intertextuality tools) 3. Conference paper was published in Hyphen Typographic Journal, Greece, 2012. (Publish and Diversification tools) 62 Professional Doctorate Portfolio  P REFERENCES Carpintero, C (2009). Reflexiones finales. In Clinic Hotel Excelsior. Argentina, December 5, 2009 FADU, UBA: Buenos Aires. De Charms, R. (1968). Personal causation: The internal affective determinants of behavior. New York City, NY: Academic Press. Memmi, A. (1966). Retrato del colonizado. Ediciones de la Flor, Argentina. Van Breda, A.D. (2001). Resilience theory: A literature review. Pretoria, South Africa: South African Military Health Service. (Online) Available: http://www.vanbreda.org/adrian/ resilience.htm [Accessed May 2, 2010]. TOOL: TOOL: TOOL: Diversification Fast Feet Play Rauxa/Sens Publish At hand Diversification Fast Feet Play Rauxa/Sens Publish At hand Diversification Fast Feet Play Rauxa/Sens Publish At hand Intertextuality Stealth mode Anchored Other________________________ Intertextuality Stealth mode Anchored Other________________________ Intertextuality Stealth mode Anchored Other: Push and pull attitude CATEGORY: Art Direction LOCATION: Co-location CATEGORY: Initiations LOCATION: Condomio Universitario, Río Piedras., CATEGORY: Art Direction LOCATION: Co-location DATE OF EVENT: October 26,2009 Guideline for use: Puerto Rico DATE OF EVENT: November 4,2009 Guideline for use: DATE OF ENTRY: October 27,2009 1. Free of doubts, give a sense of DATE OF EVENT: October 26,2009 Guideline for use: DATE OF ENTRY: November 4,2009 1. Use any tool and medium available LAST REVISION DATE: November 4,2009 mission, and reinforce it. DATE OF ENTRY: October 27,2009 1. Free of doubts, give a sense of mission LAST REVISION DATE: November 16,2009, (as allowed by budget and resources). ACTIVITY: 2. Pick up the best of the designer and LAST REVISION DATE: 2. Pick up signs of common ground March 2, 2010 2. Pick-up stakeholders knowledge and make it visible but also demand ACTIVITY: 3. Transmit key point of the intertextuality ACTIVITY: bring in short-time collaborators. Design Teaching Art responsibility levels as discourse as well has form. 3. Give creative team members the 3. Stress the importance of publishing Design Teaching Art 4. Give space for non designers to collaborate Design Teaching Art responsibility to inspire others. for a large community. 5. Acknowledge unstable situation. 4. Push and pull attitude “It is not the 4. Give short tasks, sequential, so there 6. Use limitation as parameter for a solution form [designer] that dictates the PROYECT: Hotel Excelsior – catedra. is a quit sense of achievement. space. color [project], but the color [project] PROYECT: Hotel Excelsior – exhibition. PROYECT: Hotel Excelsior – catedra. CODE: Excelsior_catedra_26_0CT_09_v1 7. Try to always make it very public, outside of that brings out the form [designer].” - RELATED REGISTRO: CODE: Excelsior_exhibition_26_0CT_09_v1 specific groups. CODE: Excelsior_catedra_04_NOV_09_v1 Hans Hofmann (painter). Excelsior_exhibition_26_0CT_09_v1 RELATED REGISTRO: RELATED REGISTRO: Excelsior_catedra_04_NOV_09_v1 Excelsior_catedra_26_0CT_09_v1 Excelsior_exhibition_26_0CT_09_v1 Excelsior_catedra_05_JAN_10_v2 Excelsior_catedra_04_NOV_09_v1 Excelsior_catedra_26_0CT_09_v1 Excelsior_catedra_03_APRIL_10_v2 Excelsior_catedra_05_JAN_10_v2 Excelsior_catedra_05_JAN_10_v2 Excelsior_cypress_03_APRIL_10_v2 Excelsior_catedra_03_APRIL_10_v2 Excelsior_catedra_03_APRIL_10_v2 General Description Content Item Excelsior_cypress_03_APRIL_10_v2 Excelsior_cypress_03_APRIL_10_v2 Produce very fast the hybrid publication for the Clinic at Cátedra  Procedural Diagram General Description Content Item General Description Content Item Cosgaya (deadline October 30) that include specimen, process book  Pattern Diagram Meeting with University of Puerto Rico, Humacao Campus, Museum  Procedural Diagram Designers needed to coordinate activities in Buenos Aires with  Procedural Diagram and background of project. Also digitalized unfinished types so they  Photo Director Casa Roig Brigantti (black shirt) and curator Maruja García  Pattern Diagram Cosgaya and others designers; also lecture to students at  Pattern Diagram are available for Cosgaya thru the Tiki site of project Hotel Excelsior.  Illustration Padilla (yellow shirt) to present to the latest the project Hotel Excelsior.  Photo Universidad del Turabo by designers. Try to achieve a newspaper  Photo This involves 5 designers in different locations. This job is voluntary.  Video The objective was to get a commitment from García Padilla to accept the  Illustration interview. Finalized all the material. Built a local buzz.  Illustration  Audio Museum invitation to curate despite unstable present teaching position  Video  Video  Timeline (file apart) at the University of Puerto Rico due to changing administration.  Audio  Audio  Timeline (file apart)  Timeline (file apart) Procedural Diagram Procedural Diagram Procedural Diagram Rauxa Anchored At hand Publish Sens Rauxa Anchored At hand Intertextuality Diversification At hand Sens Publish Push and Pull Pattern Diagram Anchored Pattern Diagram Publish Pattern Diagram What do I know? What do I want to find out? They have problem in time managements. How they can learn to keep a commitment. What do I know? What do I want to find out? That the project has aura. If she could understand what was design and its society role. How I can find out what I want to learn? What did I learn? What do I know? What do I want to find out? Have a supportive, urgent, quick, firm and crazy- The need to be firm is important. How I can find out what I want to learn? What did I learn? People are curious about others creative How I can communicate the add value of a specific edgy voice tone. Explained the project in a story mode with visual She wants something; she desires something about the process and specialized practice. applications. design practice. How I can find out what I want to learn? What did I learn? Publishing in many spheres of action allows A new tool: conceptual movement of in, out, around reinforcing stakeholders’s responsibilities and through it. toward the project. What will happened next? What is my plan? Pumb the designers to finish project. Be in top without taking away from them a senses of Registro- Resilient Tools – María de Mater O’Neill version 1.0 Excelsior_catedra_27_0CT_09_v Registro- Resilient Tools – María de Mater O’Neill version 1.0 Excelsior_exhibition_27_0CT_09_v Registro- Resilient Tools – María de Mater O’Neill version 2.0 Excelsior_catedra_04_NOV_09_v2 1 1 Page 1 of 2 P 1 f 2 P 1 f 3 Registro’s first page Excelsior_catedra_26_0CT_09_v1, Excelsior_ exhibition_26_0CT_09_v1 and Excelsior_catedra_04_NOV_09_v2 63  TYPOGRAPHY RESTORATION AS A SIGN FOR UNDERSTANDING POLITICAL DISCOURSE ABSTRACT We will propose that a typeface design project can be used as a tool of historical research as well as an educational venue for designers to understand historical events NOTES and their current social political wave. The Design This paper was submitted to the 4th Exploration research model used in the creation of the Hotel International Conference on Typography Excelsior typography consists of three chained elements: the and Visual Communication (ICTVC), Artefact, being a 1966 hotel logo from San Juan, Puerto Rico, that was held in Nicosia, Cyprus, in the Phenomenon, with the use of mid-modern design in June 2010. The 4th ICTVC with the concordance with Cold War government’s progressive theme “Lending grace to language” was values, and the Statement, which is to provoke a pro active organized by the Department of Design & Multimedia of the University of thinking in a weak democratic context. Transforming the Nicosia. Published on Hyphen 11–letter logo from lettering to a digital typography with a Typographic Journal, 2012, pp.3-42 contemporary use raised two intertextual venues: a rescue, (top photo). References and citation true to the spirit of a graphic designer who had no formal style system was done according to training, or fixing the icon due to its formal typographic journal specifications. errors. This was an interesting dilemma that revealed who we are in the way we shape a narrative of design history. Acknowledgments Creating this typeface unraveled a social paradigm where The Hotel Excelsior’s creative team were Verónica Cano, María Maldonado, democracy is placed in colonial and neocolonial societies Mayela Mercedes, Rachel Hernández, within a post-colonial world. The procedural knowledge Josué Oquendo and Daniel Rivera. developed in this praxis of design implies a philosophical Consultants: Norma Jean Colberg way of thinking about sociopolitical phenomena. Reflecting (2007-10) and Mauricio Conejo (2007- from a pragmatic perspective, the act of deconstruction 08). Authors are grateful of the support of a design artefact has shown unresolved historical of the Axmayer Rodríguez family. political issues. 64 Professional Doctorate Portfolio  P INTRODUCTION The subject of this paper aims to explain how a typeface design project was used as a historical research tool and as an educational venue for designers to understand historical events and their current social political wave. The two voices present in this paper will be the ones of María de Mater O’Neill, project initiator and art director, and Arthur Asseo, designer, former student and now O’Neill’s business partner. It is important to note that, with this presentation we simultaneously perform and describe the action of a Speech Act, this concept will be clearing itself out as we develop the 1. Austin, J., How to do paper’s theme.1 things with words, 2nd ed., Cambridge, 1975. The Hotel Excelsior Typography project started in 2007 within an academic context with then Professor O’Neill and a group of her students; and has since then evolved into the professional practice of seven designers, where O’Neill no longer was their professor, but a colleague. This project began as O’Neill’s act of madness, combined with faith and keen intuition (what O’Neill refers to as rauxa/seny, the Catalan words for madness/common sense), which grew out beyond the learning of a craft and transformed itself into knowledge of the design process and design education. Within the Hotel Excelsior project, two objectives were developed. The first was to communicate to the designers the procedural knowledge, the “how to”, that which is implicit but is hard to verbalize. This objective was to extrapolate the 65  implicit procedural knowledge in our design activities when creating the typography as a way to teach political history. The second concern was reflexive, thinking about the reasons behind the design solutions chosen, and most importantly, the meaning of the design artefact and its process as a sociopolitical phenomenon. This project consisted of transforming an 11-letter logo from a lettering made in 1966 to a contemporary digital typography. It was a tool for both historical research and for helping seven young designers to understand how historical events shape present sociopolitical scenarios. Since 1898, Puerto Rico is an unincorporated territory – that belongs to but is not part of– the United States of 2. Cave, D., “In Puerto Rico, America.2 The demographics of the creative team that worked Supreme Court pick with island roots becomes a in the Hotel Excelsior Typography project range from superstar”, at http://www. contrasted political views and socioeconomic circumstances. nytimes.com/2009/05/30/ us/politics/30puerto.html Nevertheless, we were all affected by the outcome of the [Accessed political, social and economic programs established in 1949 7 June 2010]. by the first elected governor of the island, Luis Muñoz Marín. He was sharp, clever,disquieting and manipulative. He used the United States’ economic and cultural Modernity exportation plan –with its Cold War agenda– as schemata, which Muñoz also strategically implemented in Puerto Rico in a true cannibalistic mode that we can parallel to the Brazilian writer Oswald de Andrade’s proposal in his essay 3. “Antropofagia” is the “Manifiesto Antropófago” (Cannibal Manifesto, 1928).3 As a performative act from the Brazilian Mid Modern. result, during Muñoz’s term in Office, various architectural It proposed a symbolic designs of Puerto Rican hotels won international assimilation (eating, digesting and vomiting) of architectural contests and set standards in the International the occidental culture in a Modern Movement. Frank Lloyd Wright’s protege Henry way that takes whatever sees fit in the context of Brazilian Klumb relocated to Puerto Rico to become the father of culture. Modern Architecture in the Caribbean. Toro y Ferrer Torregosa Architects (1949), the firm that designed the Hotel Excelsior, had previously won the design of the Hilton Hotels first Caribbean venue, the Caribe Hilton. It was the golden 66 Professional Doctorate Portfolio  P era of design in Puerto Rico, design as architecture, urban, typography, industrial, and graphic design flourished under an ambivalent scenario of false promises but honest hopes. Muñoz’s vision, although controversial in his intentions, was the last time a national development plan was approached like a design project. THE TOOL OF HISTORICAL RESEARCH AND EDUCATIONAL VENUE The young designers were promoted to be “first and foremost a researcher, but rather be part of the design team as a designer” with the research question: how we can finish an alphabet of a designer from a fast changing era and at the 4. Fallman, D., “The interaction same time be true to our historic moment?4 This question is design research triangle of design practice, design stud- in itself intertextual, because of the appropriation and ies, and design exploration”, in pastiche factors. This typography is not driven by the Design Issues, 24(3), pp.4-18; at http://www.mitpressjour- effectiveness of its possible commercial use or the end user, nals.org/doi/abs/10.1162/ but it is driven by the possibility of it helping us bypass our desi.2008.24.3.4 [Accessed 5 June 2010]. current paradigms. In our case, being an unincorporated territory, these paradigms are social-political. This paper concerns the societal discussion of a typography project in a colonial and neocolonial context. In order to approach the educational areas of both design and political history, a six-step process evolved as a methodology of design pedagogy. 1. To identify a project that promoted on the student a Personal Causation, “being an agent of change in the environment” by promoting the finding of one’s meaning in human history, without the need of entailed fame and recognition, but implying a deep meaning in human 5. De Charms, R., Personal society.5 What Walter Benjamin called aura: “the unique causation: The internal affective determinants of behavior, NY, phenomenon of a distance, however close it may be”, the 1968, p.269. presence of the project’s aura, that gives out the sense of unreachable distances. The project offered the promise of a poetic space for the then students, who became the main actors. 67  2. Having a sense of mission increased self-efficacy, which gave them a constant sense of self-empowerment through the whole project. Locus of Control is achieved, that is when there is a lack of belief in destiny, but control is within oneself or power its transferred on to someone 6. Antonovsky, A., Health, stress, trustworthy, for example God or loved ones.6 When and coping, San Francisco, 1979, p.153, cited in Van Breda, A.D., O’Neill experienced burnout, –common in educators and “Resilience theory: A literature medical professionals due to intense “people service”– a review”, Pretoria, 2001; at http:// www.vanbreda.org/adrian/ member of the team was responsible to quickly take her resilience.htm [Accessed 2 May responsibilities to carry out the project direction, as 2010]. a consequence of strong Personal Causation. This designer’s capacity for insightfulness and endurance, promoted by self-efficacy is evidence of the strength of the first and second step. 3. By immersion and role-playing, the designers were taught to see history research as something fun and pertaining to our current historical moment. Our mood board were musical scores from the 1960s, from both US and Caribbean culture. “Designers think more in terms of solutions rather than in terms of problems. Their approach is not systematically based, but they immediately react to stimuli in the design environment. The reflection-in-action approach is far more systematically based, but is oriented towards knowledge- 7. Alexander, P., Winnie, P., in-action.”7 (eds), Handbook of Educational Psychology, 2nd ed., New Jersey, 4. When various team members moved to other places, 2006, p.744. Hotel Excelsior became a Co-location team. To be able to maintain the sense of commitment, the team needs a location that they feel they can meet, to work and socialize. If there is no previous experience with team members abroad, it is best to have them all located in the same place. Virtual location brought special considerations of lack of body presences, paramount in Latino Culture. 5. Key phases were chosen for iterative evaluation. A focus group was organized in Argentina, due to a new movement in Latin American typography. At that moment 68 Professional Doctorate Portfolio  P we initiated the last step. 6. An open process, finishing the project in a public manner, enabling us to present both artefact and process in the same value. As part of this reflection, we have identified that the research theory on design that accommodates our educational and social issues on the typographic project is Fallman’s model of interaction design research. Fallman identified three areas in his model: Design practice, design studies and design exploration. Although our project has moved among these three areas, it mostly falls into what he identified as the latter: “to provoke, criticize, and experiment to reveal alternatives to the expected and traditional, to transcend accepted paradigms, to bring matters to a head, and to be 8. Fallman, “The interaction proactive and societal in its expression”.8 design”, p.8. The Design Exploration research model used in the creation of the Hotel Excelsior typography consists of three chained elements: the Artefact, a 1966-based hotel logo from San Juan, Puerto Rico, the Phenomenon, the use of mid-modern design as a Cold War government’s progressive values, and the Statement, which was to provoke a pro-active thinking in a weak democratic context. Yee explains about Fallman’s research model: “Design exploration is a way to comment on a phenomenon by developing an artefact that embodies the statement or question that the researcher is attempting to 9. Yee, J., “Capturing tacit critique.”9 knowledge: documenting and understanding recent methodological innovation used in design doctorates in order to inform postgraduate training provision”, EKSIG, London, 2009. Experiential Knowledge, Method & Methodology, at http://web. me.com/niedderer/EKSIG/ proceedings_speakers_files/ Yee.pdf. 69  THE PHENOMENON: MID-MODERN DESIGN AND PUERTO RICO’S INDUSTRIALIZATION The history of tourism and architectural hospitality goes hand in hand with the then current governments, both local and federal for promoting cultural ideology, with David Ogilvy as the advertising captain. “Pablo Casals is coming home – to Puerto Rico” was a slogan that according to Ogilvy, was his bigger achievement, changing of the images of a country. The federal government had already mastered this strategy with the group of painters known as the New York School, such as Jackson Pollock, who were promoted in the Venice Biennial as a way to establish United States hegemony, as it was well documented. The same was done with tourism in Puerto Rico: “The image juxtaposed the island’s tropical allure and its material progress, its rural simplicity and its advanced consumer offerings, it yearning for change and its stability. In short, Puerto Rico shone as a Cold war paradise, 10. Merill, D., “Negotiating Cold War paradise: US an outpost for liberal capitalism in a world seemingly tourism, economic planning tempted by the promises of communism.”10 and cultural modernity in twentieth-century Puerto Rico”, in Diplomatic History, After the great war, with faster air travel, and the boom of vol.25, no.2, 2001, p.181. television a range of mediatic etymology that has not stopped in our times, began allowing the beginning of what we know 11. In 2001 the Hotel Excelsior was sold to local investors today as globalization and the negotiations of identities. who chose the Marriot Hotels When Mrs. Axtmayer opened the Hotel Excelsior in an Chain to handle the admin- istration of the hotel. It has important avenue in Miramar, a 100-year old residential since then re-flagged as the area of the city of San Juan, she was not new to the hotel Marriott Courtyard Miramar and remodeled, losing its’ business.11 Her Austrian father had been the owner of the mid modern characteristics. Hotel Eureka, and as Hotel Excelsior, it was primarily aimed 70 Professional Doctorate Portfolio  P to small business travelers rather than to vacationers. She became the first woman hotel manager in Puerto Rico, who was also the first Puerto Rican graduate from Cornell University’s School of Hotel Administration. Modernism brought to Puerto Rico, as well to many other countries, the changing role of women. A local newspaper article about the opening of the Hotel was: “Woman named manager of $2 million hotel Here”. Similar to many of the Caribbean islands, the tourism industry brought us an ambivalent discourse, where inland culture is framed as commodity and we grew dependence to it. It is now romanticized by a recent 12. A 2011 film written and movie done by hip actor Johnny Depp, “The Rum Diaries”.12 directed by Bruce Robinson based on the novel by Hunter S. Thompson. THE ARTEFACT: AN 11-LETTER LOGO Designed by Ernie Potvin in 1966, the logo for the Hotel Excelsior consisted of a lettering of the two words HOTEL and EXCELSIOR drawn in all-caps, probably by hand, in a simple, centralized composition. What most characterizes this logo is the tropical curl in the final letter of each word, the “L” of HOTEL and the “R” of EXCELSIOR. This particular element gives the logo its flare and uniqueness, it is the grand finale of the piece. The “R” with the curl draws the most attention since it is the only small case character in the composition, but it is drawn at capital height. The “L” of HOTEL EXCELSIOR is different from the “L” of HOTEL, it does not have the curl but it has a long arm to fit an emblem of a palm. In the process of transferring the logo to a digital font format and designing the rest of the alphabet, the emblem was eliminated, but both versions of the “L” were included. The curl has been an essential element in the design of the complete alphabet, as it has become the trademark of the typeface. Although the curl’s uniqueness, alternate versions of letters that have the curl were designed without it, like the “R”. This way both the traditional shape and the one with the curl were provided improving usability of the 71  typography. The other trademark preserved in the complete alphabet is what the team called “The Flintstone Effect”, from the 60s cartoon animated TV character; that’s no other than the asymmetry and imperfections product of the fact that Potvin drew them by hand. The owner of the Hotel, Mrs Shirley Axtmayer Rodríguez, commissioned the logo to Potvin. There is virtually no documentation of Potvin’s design career. The few information available was obtained through the Axtmayer Rodríguez family. Potvin, natural from the continental USA, lived in Puerto Rico while working as an actor on various musical plays. The husband of Mrs. Axtmayer met Potvin while working on the theater business, and knowing that he also had experience designing posters he suggested him to design the Hotel’s logo. Potvin was not a typographer; actually, the original lettering has formal typography errors. This became evident with the letters “E” and “O”, traditional matrix characters of the alphabet. The “O” lacked a central axis and the “E” was round-shaped, invalidating it as a matrix, for it is regularly a square-shaped letter. From the very beginning of the project there was a conflict between which venues were more effective to answer our research question: to fix the typography errors, which is an act of tabula rasa that we have inherited from the European conquista or use these errors as part of an intertextual action. Treating the lettering as text, in Julia Kristeva’s semiotic approach, the logo and its individual letters have no meaning on their own, as the meaning resides on their connection with the on-going (then and now) cultural and social-political processes. To eliminate the errors would be to eliminate it’s meaning; the objectification of The Other is source of long discussion in Post Colonial theory: “Somehow the 13. Memmi, A., Retrato del colonized is not a history’s subject, the colonized tolerate the colonizado, Buenos Aires, 1966, p.103. burden, more cruel than others, but always as an object.”13 72 Professional Doctorate Portfolio  P Puerto Rican architect Andrés Mignucci, in a round table about Hotel Excelsior, established a comparison with the project and architectural restoration. He explains that when restoring an architectural structure some attempt to emulate the original as it was so it is impossible to tell what is original and was is recreated. Another method is the one used by architect Carlo Scarpa, as Mignucci explains: “Restore what is extremely evident of the original registry but laying on it a new intervention, from our time, the registry of our own design ideology, shape, materiality, etc. Where then, is raised with clarity what came before and what came 14. Mignucci, A., “Presentación afterward.”14 Not too far from Mignucci’s observation, de Hotel Excelsior”, in Beta- local, San Juan, Puerto Rico, 9 the Argentinian designer Carlos Carpintero questions in a December 2009. previous activity: “How would it be to speak with the same discourse of the Hotel Excelsior today? Would it be with that 15. Carpintero, C.,“Reflexiones shape or would it be with totally different shapes?”15 Some finales”, in Clínica Hotel Excelsior, FADU, UBA, Buenos questions within the creative team were: should we really Aires, 5 December 2009. try to pick up the original discourse of Hotel Excelsior as it was in the 60s? Should the discourse change its shapes completely to be more effective in the present context? An interesting dilemma that revealed who we are in the way we shape a narrative of design history. THE STATEMENT: COLLECTIVE PRO ACTIVE THINKING IN A COLONIAL CONTEXT The transformation from lettering to typography shifted the end use of the artefact along with the way it should be designed, as noted by both Puerto Rican creative director Norma Jean Colberg, consultant of the project and Argentinian professor and typographer Marcela Romero. This discussion provoked some reflection on our part, since in our practice as designers in the design studio, we are very concerned with the end user. It was our intention that the democratic promises that were present in the era of Hotel Excelsior were maintained in the typography, such as the promises that had opened the space for a design industry for a short time and the inclusion of women in the industrial 73  life. The typography should be functional for the end user, it should be accessible because part of the promise of democracy is that everyone has access to information and quality of life for all. As Puerto Rican video artist Beatriz Santiago commented in the already mentioned round table, “this is an act of rescue that makes it useful for a current wide range of users (…) it is a rescue not in a museological 16. Santiago, B., way, but in a practical manner.”16 This act of rescue will “Presentación de Hotel Excelsior”, in Beta-local, be achieved when the Hotel Excelsior typography is San Juan, Puerto Rico, 9 used, regardless if the user knows the background of the December 2009. project or not. In that instance, the process is finished and everything sums up to an act of resilience to the effects of the colonization that Memmi explains: “The more serious lacking of the colonized is to be outside of history and outside of the 17. Memmi, Retrato, p.102. city.”17 The fact we are here as speakers to give testimony of the process and final artefact is an act of thriveness, in the face of the colonizer’s voice. FOCUS GROUP REACTION Following consultant Mauricio Conejo’s suggestion, our design studio invited Argentine professor and typographer Pablo Cosgaya from the School of Architecture, Urbanism and Design (FADU) in Buenos Aires University, Argentina, to co- organize a three-day focus group that was called Typographic Clinic: Hotel Excelsior, in early December 2009. At the focus group the three versions of the typography worked until that moment were presented. To describe our experience in Argentina, we will paraphrase Irani, Vertesi, Dourish, Philip & Grinter as we were confronted with a taxonomic gaze, that categorized “here” and “there”, “them” and “us” that invokes The Other and at the same time, an omnipresent “I” 18. Irani, L., Vertesi, J., Dourish, P., Philip, K., Grinter, that observed and marked the differences from its place of B., “Postcolonial Computing: judgment. Our creative team believes in “...seeing the ways A Lens on Design and Development”, in that design is culturally specific should allow us to broaden Proceedings ACM Conference, the conversation about what other practices can count as Human Factors in Computing Systems CHI, Atlanta, GA, 2010, good design.”18 In other words, we believe in a constant fluid pp.1311-20. and dynamic culture, one that is not static in its identities. 74 Professional Doctorate Portfolio  P These differences between the stakeholders at the Hotel Excelsior Clinic were exemplified in our approach in the framing of the solution. For our team it was always easy to feel the aura of the typography, as a result of the intense research tactic of immersion on 1960s culture in Puerto Rico. We could recognize it a mile away. But our Argentinean colleagues found it very hard to accept that we were divided between loyalty to a piece of lettering with obvious typographic errors and the choice to produce a new typeface, perfectly designed with a remembrance of the original 19. Catapolis, M., “Análisis lettering. “You should respect its spirit and then, be free”.19 desde espécimen tipográfico”, We were told to abandon the project because of lack of in Clinica Hotel Excelsior, FADU, UBA, Buenos Aires, 4 knowledge of the typographic craft: “You guys cannot December 2009. do it because you do not know how.”20 According to the latter, because of the way we construct knowledge we are 20. Carpintero, “Reflexiones”. incapacitated to finish a formal typographic artefact, but this way of acquiring new knowledge, in his ambivalent discourse is: “...how knowledge really is constructed; not by trying to replicate the dominant discourse. But no, you guys come asking uncomfortable questions, things that are a nuisance: intertextuality in relation to design, let’s see... Ideology and design, design from Latin America... I was looking at some of the papers that you have shared with me, which some of them have some incredibly interesting things and particularly heretical in design discourse, not only here but in all of Latin America. To think about intertextual dialogue, cultural artefacts, those are just things that are a nuisance. They become a nuisance because they are unknown, or they sound strange. It might be coming from someone who is not a graphic designer as a witty remark on design practice, but it cannot come from someone that has studied and that comes from design. It might be coming from a place not design-imaginable, like where you guys come from. You do design but not from the habitual place that we consider design. You construct knowledge of design from 21. Carpintero, “Reflexiones”. another place.21 75  Argentina’s recent political history has shaped their design experience, still present in the huge billboard of “desaparecidos” (missing) professors and students, victims of the military dictatorship during the 1970s and early 1980s, displayed in the inside patio of the FADU building. It seems that Design, in this academic context, was promoted as craft under Bauhaus methodology. Therefore, design is seen as an activity undisturbed from social events, consequently missing in societal discussion. The different readings of who is authorized to create a typeface revealed again the phenomenological character of the Hotel Excelsior project. The fact that such identity was imposed as part of a design action from the Argentinean colleagues made us realize that: In other settings, however, the context in which usability studies work may not be present. For example, histories of exploitation by researchers or a distrust of disengaged observers make such methods 22. Irani, Vertesi, Dourish, untenable in some communities.22 Even the fact that Puerto Philip, Grinter, “Postcolonial Computing”. Rico shared cultural history with Argentina due to the conquista, and more recently, the effects of neoliberalist practices that also dismantled Argentine society in December of 2001, the strong difference between us couldn’t allow them to see a typographic project as an axiological design. “You 23. Carpintero, “Reflexiones”. come to a serene place asking uncomfortable questions”.23 Our Argentinean colleagues wanted to forget the past in their recent young democracy, and we resisted any attempt to tabula rasa, as we registered it as an act of colonialism. The creation of this typeface unraveled a social paradigm: where does democracy, within colonial and neo-colonial societies, reside in the context of a post-colonial world? The procedural knowledge developed in this praxis of design implies a philosophical way of thinking about sociopolitical phenomena. Reflecting from a pragmatic perspective is the act of deconstruction of a design. Our Argentinean colleague’s colonized speech is better explained by Memmi 76 Professional Doctorate Portfolio  P when he manifests that “the fact is that the colonized does not govern. That he is strictly apart from power, at the end, even creates a lack of interest to access power from the part of the colonized. How could he be interested in something that 24. Memmi, Retrato, p.105. he has been excluded?”24 Although our intentions to learn the craft were acknowledged, they were found to be faulty because they were not learned before commencing the project, but in the production process: “learn by doing” (Schon, 1983). This might be an influence from our colonizers’ democratic values as Papantonopoulos explains that “American people consider while walking” contrary to European who “consider before walking” and the Japanese that “consider 25. Papantonopoulos, S., “An after walking”.25 To the understanding of the Argentinean epistemological interpretation of design methodology colleagues, the fact that we searched for the solutions in Japanese product when the typographic problems became visible, instead of development”, 2007, at http:// www.idemployee.id.tuenl/ considering them beforehand, would affect the quality of g.w.m.rauterberg/ the final product in a negative manner. Within our colonial conferences/cd_donotopen/ adc/final_paper/269.pdf. context, where adversity is a common trait among design and educational projects, it was not possible to assess the typographic construction beforehand, the only option was to start producing and learning on the way. As Norma Jean Colberg commented: “There is a need to create in a depressed 26. Colberg, N.J., country”.26 Having a sense of faith that the process will sort “Presentación de Hotel Excelsior”, in Beta-local, San itself out is a behavior of resilience and is not improvisation, Juan, Puerto Rico, 9 December it is coping. “Resilience means the skills, abilities, knowledge, 2009. and insight that accumulate over time as people struggle to 27. Garmezy, N., 1994, in surmount adversity and meet challenges”.27 Saleebay, D., “The strengths perspective in social work practice: extensions and cau- Although we do not agree with their design ideology, we do tions”, in Social Work, vol.41, respect and acknowledge the Argentinean’s knowledge on the issue 3, p.298, 1996; cited in Van Breda, A.D., “Resilience craft of typography. It was because of their suggestions that theory: A literature review”, we were motivated to improve the design of the typography. Pretoria, 2001, p.5; at http:// www.vanbreda.org/ The most decisive of these suggestions was the reference of adrian/resilience.htm Uncial calligraphic style, which shares a lot of similarities to [Accessed 2 May 2010]. the shapes of Hotel Excelsior. Something the Argentinian’s 77  saw very clearly was that if we were to follow Potvin’s intentions there was no need to include lower case letters in our alphabet. Although it had been discussed in a team meeting earlier in the process, we had failed to understand it. A decision was made to disregard the lower-case alphabet, already designed, keeping the typography in an all-caps format. To answer our research question and solve the dilemma, we chose the intertextual action as the most effective venue to finish an alphabet of a designer from 50 years ago and, at the same time, stay true to our historic moment. The research question was resolved with the first step that heightened the meaning of life through which our history and dynamic identities were reinforced. The project is presently on the final stages of fine-tuning. It is important to note that all the designers of the Hotel Excelsior team graduated from the same Art and Design School, where O’Neill used to be a faculty member. Currently, that University is under adversity, as many of our principal institutions, because of the threat of possible shut down due to the State’s neo-liberal practices that have caused social unrest. A successful twenty-year old educational project in which O’Neill participated in its program development is being erased. Projects like Hotel Excelsior become more urgent as a tool against the intents of tabula rasa of our own recent history. Reflecting on the process of the project designer Josue Oquendo, who entered the team in 2009, commented: “The 28. Oquendo, J., “Re: ensayo social discourse behind it is so strong, and its something Chipre-Excelsior”, email that always was respected by us, for me it made it a peculiar message to O’Neill and Asseo, sent on Tuesday, 8 June 2010, project, to see how design works for the benefit of the at 6.37 am. emotional, of the human side...”28 78 Professional Doctorate Portfolio  P YOUNG DESIGNERS AND THE COUNTRY THAT WAS REFLECTION OF ARTHUR ASSEO From my perspective, I wouldn’t be able to explain this project in a linear manner because all the aspects of the design pedagogy used in this project were present throughout its entirety. While writing this paper, I find myself explaining everything with the Personal Causation and self-efficacy behavior. These psychological concepts have helped me identify that these aspects were in fact tools, which made it possible to conclude the project. I find it hard to categorize when does the Personal Causation step end and when the next begins because I think those characteristics were constantly present in throughout the process. At first, the project was presented to the designers as a mere opportunity to learn the typographic craft. The scope of the design methodology and ideology that the project implied was not visible to the designers at the time, although it was undoubtedly present for O’Neill. Not revealing those facts from the start was a strategy to develop the Personal Causation, self-efficacy and Locus of Control behaviors thoroughly, intended to promote self-empowerment and self- definition of the participants. In our colonial context, where it is common to accept the opinions of authoritative figures as truth, it was very important that the designers determined on their own the value of their actions in the role of design. Upon reflection-on-action (Schon), it is obvious how self- efficacy helped each designer identify his or her own interpretation of the context of the Hotel Excelsior era and the project itself. “The sensible representation of the context depends on the experience of the subject” as Pomerol & Brézillon state while talking about the process of decision making and how the contextual knowledge becomes the procedural context. A group can share the facts of the 79  context but the proceduralization of those facts is going to be different according to the “mental image generated 29. Pomerol, J.-Ch., Brézillon, by the words of the description” in each individual.29 P., “Proceduralization of The procedural context of the young designers was never the contextual knowledge for decision making”, 2007, expected to be the same as O’Neill’s who was born in the 60s p.7, at http:// citeseerx. and knew, as Colberg, about the Hotel’s existence. No matter ist.psu.edu/viewdoc/ download?doi=10.1.1.12.6597& how much immersing in the era’s culture the designers did rep=rep1&type=pdf [Accessed through research, their contemporary voice would have been on 30 December 2010]. impossible to quiet. If it had been the same for both parts, designers and art director, the inquiry on restoration versus mutilation may have never been raised. A sense of accomplishment was reached by the designers because the self-empowerment and maturing process was visible to each through their own process. Looking back, this aspect is evident when some of the members of the team decided to step aside in some phases of the project without eliminating the chance of stepping back in. The open process and constant documentation of every move made it easier, but not perfect, for the participants to pursue other activities outside of Puerto Rico and still be part of the project. Again, the result of the commitment developed through the understanding of a purpose of the personal insertion in the history of a specific community made possible the continuance of the project with a collocated team. For the same reason, the project was saved from disappearing in the event of the art director’s burnout, in which case one of the designers stepped up to re-frame the solution. The nature of the project enabled it for a long-term process. To maintain the designers motivation, elevated secondary goals where set, and after each one was accomplished, the next one was established. By doing this, we were not only working to finish the typography but also –at first– to have an evaluation by professional consultants, and afterward, meeting the Hotel’s owner and share the process with her. As time went by, the project got denser, transforming those 80 Professional Doctorate Portfolio  P goals into the transnational focus group in Argentina and the participation in this event. For a group of young designers, the opportunity of gaining global tacit knowledge and the idea of contributing their new knowledge to a global community provoked strength to keep moving forward. Through gained knowledge, and a reflection on the project, it becomes more evident the need of documentation of a design history in Puerto Rico. Our people have been discouraged to document to a level that most people don’t even consider it in the process of their projects. As I understand it, this is a manipulation from the colonizer to make sure that the colonized do not have access to power, to keep them “outside 30. Memmi, Retrato, p.102. of history” as it was quoted earlier.30 It is an attempt to control the education of the people, because educated people cannot be dominated. As I start my post graduate studies in the history of design I reinforce my contribution to my community. I conclude, that by knowing our history I have reinforced my freedom, which will not necessarily make me a better person, as Walter Benjamin was contradicted by history, knowledge does not make you a better person, but it gives you the opportunity to choose. CONCLUDING REMARKS This paper has explored how a typeface design project can be used as a tool of historical research as well as an educational venue for designers to understand historical events and their current social political wave. How in weak Democracies, a Design Exploration project can unravel a social paradigm in colonial and neocolonial societies in our actual post- colonial world. This paper suggests a methodology of design pedagogy to address these issues to improve outcomes for design axiology research in the training of empowered design researchers and practitioners, and therefore advance the quality of education in uneven economic and political relations. 81 OTHER VIEWPOINTS Activity Theory Activity Theory (Vygotsky,1978 , Engestrom, 1999 cited in D’Ammasso Tarbox, 2006:75) is THE REAL-TIME based on the premise that thinking is affected in an object-related RESPONSE activity by its ‘context of the specific PLANNING MODEL situation and activity taking place’ (D’Ammasso Tarbox, 2006, p.75). The author D’Ammasso Tarbox proposed RTRP PROCEDURAL METHOD it as a model to organize the graphic Resilience theories, through the Social Sciences, show how design process and to identify tensions between the stakeholder and the people survive, cope and sometimes surprisingly thrive object. According to the author, the when they are in crisis situations (refer to Section 2. Resilience conceptualization of visual elements Theory, in Supportive Document, p.36). Real-Time Response on a design object that includes its Planning, (RTRP) is an artefact that helps the user to think history in the cultural environment, strategically under stressors of nine tools. RTRP is a process can be strategically made a more to response in real time with a strategy to tackle an adverse effective object to the user. event, so the resilience time frame is usually usually brief (hours or days). Cognitive Tool Situated cognition is the study of how mental process are developed by When RTRP is activated, the tools are chosen in an order that their social situations, and that tools reflects its importance which is related to decision-making that culture and representational processes and the sequence of the user’s decisions. The tools media provide are used to reorganize, order of importance is defined here as the peak of tools over support and extend them (Pea and other tools options, and how they relate as a group of tools. It Seeley Brown, 1987, cited in Wilson becomes the main focus. The user of the RTRP toolbox must and Keil 1999:767). Vygotsky argues have the possibility to identify not only his/her own tools to that the interaction of artifactual mediation and cognition brings ‘new add to the toolbox but also be able to constantly functions linked to the use and control reconfigure the order of importance of the set of tools to of the instrument selected’(Vygotsky, tackle the adversity effectively. 1985, cited in Vérillon, 2000). A tool is an instrument when it is just doing a task, but becomes a cognitive tool when its mediated properties interact with the situated cognition of the user. 82 Professional Doctorate Portfolio  T RTRP MODEL PROCESS (Right diagram) P This is a spiral solving problem Learn observe process that feeds and self-feeds two resilience patterns: Philosophical and R Dispositional (Polk, 1997). Because act Method (Tools’ order of past learned experiences with the of importance) RTRP tools, there is a will to continue (stamina) because of a strong sense T of self-efficacy, which is driven by an Choose the Tools strategy inner control of destiny that helps to face error and wandering as part of the process. R Grasp the Adversity analysis 2 QUICK REFERENCE Refer to Section 2, Resilience Theory, in the ADVERSE Supportive Document, p.36. EVENT NOTES RTRP as Resilience Cognitive Tools The researcher defined it as a set of mental process, not to be confused with behavioral observations of resilience, because the tools promote change of behavior in the design practitioner. 83  { Personal Causation (A sense of self) driver Stamina (the will to continue) RAUXA/SENY { Locus of Control (I control my destiny) focus tool ANCHORED ANCHORED Self-Efficacy (I can do it. I have a sense of mission) Sense of Coherence (I have a personal compass) RESEARCHER TOOLS ORDER OF IMPORTANCE Based on the case studies and Behavior Over Time Graph (BOTG) of seven month timelines the researcher did the system mapping based on the tools order of importance and their relationship to each other (right diagram, The Researcher’s order of importance of the RTRP toolbox). It showed that the performative operation of the toolbox, in her case, was that all the tools re-grouped under one tool (top diagram): Rauxa/Seny (DRIVER: Stamina and Personal Causation), followed by importance by the Anchored tool (FOCUS: Locus of Control, Self-Efficacy and Sense of NOTES Coherence). Visual importance in Painting Theory This hierarchical order is related to decision-making and The Alberti Windows (the frame of a the sequential decisions on the case studies and BOTG painting) is invisible but dominant, because it directs the viewer’s eye to timeline. Some tools have more links than others, like Fast the inside of the frame and not the Feet (ACTION: Potency) which manage all the Situational outside. Therefore, the importance tools including one Dispositional, which is the Publishing of the picture frame helps direct the tool. Although, the researcher grouped the Intertextuality visual focus. The importance tool under ACTION, this one is controlled by Anchored and is perceptual. Publishing, both Dispositional tools. 84 Professional Doctorate Portfolio  T LF EFFICACY SE close to burnourt 2 This allows her to place herself in 1 SCRIPT H A RDIN E S S history and in relation with others focus tool The researcher tools’ importance (Anchored) reveals that life’s meaning has given Also allows her to move with a ANCHORED AL N O sense of security (Publish) E EN TI L S her a sense of self (Rauxa/Seny) NA N C SI SE OF COHER E RE IO PO IT LA S IS PO TI D S O DI N driver AL ofensive tool STAMINA RAUXA/SENS RAUXA/SENY PE PUBLISH RSO N LO INTERTEXTUALITY L NAL CAUSCATIODISPOSIT CUS R O RELATIONAL IONAL OF C O N T L NA SIT TIO UAT UA action ION SIT 3 AL DIVERSIFICATION Therefore she is able FAST FEET PLAY defense tool to move very fast STEALTH (Fast Feet Play) MODE PO TE AT HAND AR NC LE NE Y D RE SO URC EFULN ESS THE RESEARCHER’S ORDER OF IMPORTANCE OF THE RTRP TOOLBOX 85  THE NINE RESILIENT TOOLS Balance your instincts and that passionate (intuition/common sense) inner voice that comes straight from the heart with your knowledge of craft and RAUXA/SENY good reasoning. By using this tool you will be able to mentor yourself Stay tuned to what happened, is happening and will happen in the field. Accept and recognize INTERTEXTUALITY the past authors’ and creators’ legacies and integrate them respectfully in your work. In the best-case scenario, this tool may L ving NA m sol IO AT rob le us RE lead you to innovation. LA s rol e sp U AT HAND TIO es i SIT r’ ’ er NA n soc us STEALTH MODE L FAST FEET PLAY iety DIVERSIFICATION INTERTEXTUALITY RAUXA/SENY ANCHORED Mutate and PUBLISH transform. If adversity SCRIPT makes its appearance, th use ILOS L SIT fwor P NA r ’s H el IO act immediately. A wo P s d FAST FEET PLAY r’s e rl H I vie w us O PO CA S L DI fast feet play attitude can substantially NOTES These tools originated from the researcher’s change any play, personal experiences in her practices as a transforming a designer, artist and design educator; they problem into a initially were identified and then developed design opportunity. in the first section of research. The tools were observed over seven months (2009 to 2010) using Lewin’s Action Research (1946) and If you are in a high stress Schön’s Reflective Practice (1983). The tools situation, follow the plans you are divided into four sets (refer to this Portfolio designed when you were not - or SCRIPT of Evidence, p.26): Philosophical, Dispositional, less- stressed, in order to avoid Situational and Relational (Polk, 1997). In any blockage. With this tool you the same order as listed, their definitions can can avoid burnouts by letting the be summarized as follows: user’s world view, effective decision making flow. user’s self-worth, user’s problem solving skills and user’s roles in society. 86 Professional Doctorate Portfolio  T Show others what you are doing. Allow them to see your reflections on both, the process and the final PUBLISHING product. Remember that problems are like fungus; they grow in the dark, which means you can also use this (originally tool to get problems out of the closet, debilitate them Publish) and solve them. Remember that in order to publish you need to document your work, or on the contrary, it will be like it never happened. Commit to a specific community and when you find yourself in a ANCHORED compromising situation, remember and honor it. You should not confuse this tool’s meaning with blind nationalism or xenophobia. If you find yourself in a stressful situation, constrain your design AT HAND work to what is available. Don’t lament about what you don’t have; instead, welcome the new learning You need to know opportunities that this STEALTH MODE when to stay quiet and may bring you. not draw attention towards your projects, or yourself. Maybe this time you should operate under the radar and be more discreet about your plans. Stealth Mode is the opposite of Publish. Mix and match your allies, so you can develop an DIVERSIFICATION eclectic network. When moving among the diverse spheres of action you will expose yourself to new possibilities. Note that, in order to make this tool work, these spheres can’t belong to a specific social group. 87 NOTES The Bounce & Design toolbox is the colloquial name for the RTRP. The first working prototype was done in early 2011, includes a set of cards of the nine tools and one user’s tool (shown in this spread). There are three ways to use it: 1. Free Choosing System (supported by map tools topology and glossary). Shown above. 2. The tools order of importance construction for Reflection on Action (The Netting System, photos in section The Resilient RTRP Toolbox’s Process in this Portfolio of Evidence, p.92). 3. RTRP toolbox pocket version (photos in the section Development of First Working Prototype in this Portfolio of Evidence, p.186). Photo by Nora Maité Nieves 88 Professional Doctorate Portfolio  T NOTES Users’ tools The researcher’s own tool is Unplug (top photo, by researcher), assigned to Philosophical set (worldview). Systematization participant P.6 discussed that he needed a Focus Tool. (Refer to DVD or video transcript of the Systematization Workshop in this Portfolio of Evidence, pp. 255-373). 89  RESEARCHER REAL TIME USE On a presentation with clients (two partners), the researcher realized that one of the partners had a different brief, and because of it, the work was going to be judged negatively. On the other hand, she did not want to get involved in the poor intercommunication between partners and into a power play with one of her clients. Both clients and researcher were under stressors because of the precarious economical situation. She was tired, the night before she was woken up by the sound of gunfire in her neighborhood. She quickly (Fast Feet Play) and briefly communicated (Publishing) the discrepancy and observed (Stealth Mode) the reaction of the baffled partners (refer to spiral diagram on the left). After the confusing meeting, she knew that the job could be cancelled. Walking to the car, she used what was available (At Hand), the smartphone, to access the material remotely, which would support the arguments and in an organized manner, quickly (Fast Feet Play) emailed the material with short and clear notes (Publishing). She used the electronic media as way to detach herself from an embarrassing situation between her clients. Then, she waited and observed (Stealth Mode). In a few hours the clients emailed her an approval. She maintained focus, stoicism and alertness despite being tired and worried. The tools provided her with quick decision strategies in tackling the possibilities of a 90 Professional Doctorate Portfolio  P OTHER VIEWPOINTS Hypertextual Relationship cancellation due to a power play between clients. Thus, the Nonaka & Hirotaka proposed a tools made her aware of solutions that were sensitive to the corporative organization that is based on a combination of tacit, explicit and clients’ context. strategic knowledge. They coined REFERENCES them as hypertextual relationship. Deleuze, G, Guattari, F. (1987). A Thousand Plateaus (Online) Available at: http://danm. (Nonaka & Hirotaka , 1999, cited in ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf [Accessed October 6, 2011] Pasin, 2011, p.2) It is a nonlinear model Pasin, M. (2011). Breve analisis de conocimientos tácitos, explícitos y estratégicos that allowed the linking of knowledge para el desarrollo de habilidades proyectuales. In: Working Round Tables Project, Design through various levels, context or and Research. Urbanism, Architecture and Design of the University of Buenos Aires work areas. It promotes creativity (FADU), Argentina. in employees as it tries to combine Pasin, M. (2011). La pedagogía del caos y su aplicación didáctica en las disciplinas del the interaction of different types of diseño. In: Working Round Tables Project, Design and Research. Urbanism, Architecture and expertise. ‘The knowledge and creative Design of the University of Buenos Aires (FADU), Argentina. employees are, according to the text Polk, L. V. (1997). Toward middle range theory of resilience. Advances in Nursing Science, [Nonaka & Hirotaka], the key assets 19(3), 1-13. of the company. The proper structure D’Ammasso Tarbox, J. Activity Theory: A Model for Design Research. In: Bennett, A. (ed) or flow rate allowed this knowledge (2006). Design Studies. Theory and Research in Graphic Design. A Reader. New York : to be shared fluidly in the business’. Princeton Architectural Press. Ch. 5. (Pasin, 2011, p.2) Professor Pasin, from Vérillon, P. (2000) Revisiting Piaget and Vigotsky: In Search of a Learning Model for Technology Argentina, is using it as part of her Education. (Online) http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2000/verillon. research in the role of chaos on design html [Accessed 5 November, 2011] pedagogy. ‘Pedagogy of chaos is a Wilson, R., Keil, F. ed., (1999). The MIT Encyclopedia of the Cognitive Sciences. The MIT Press. fertile framework for understanding the teaching of “projecture“ disciplines, since they use for design developing a set of tools and procedures that operate on exploration path and less linear knowledge generation.’ (Pasin, 2011, p.5) She shared with the researcher the use of the rhizome (Deleuze & Guattari, 1987) as a framework because it is an open and non-hierarchical system. 91  THE RESILIENCE RTRP TOOLBOX’S PROCESS RTRP TOOLBOX’S TOPOLOGY Once the users knows the nine RTRP tools, after an adverse event is over, the toolbox guide recommends that the users reflect about their decisions in order to be more efficient in their resilience strategies the next time. In order to do this they will need the Netting System (a recording of the user’s tools order of importance) and the RTRP toolbox’s map (the RTRP Toolbox’s topology). The intention is to self-learn by examining the way they used and combined the tools. This exercise will left them know how they are handling the adversity under resilience theories. Reflecting on the choices they made, this system can help them visualize their behavior patterns (decision making and how they act upon them), when they work and design under stressors caused by adversity. In some cases they will find that they have used more than one tool simultaneously. The importance of the tool visualization is enhanced by attaching the RTRP cards, which they will consult and compare with the RTRP toolbox’s map. Depending on the set and benefit, their pattern of decision thinking during adverse events will be revealed. The Netting System consists of the nine tools, plus the user’s tool (s). Each one is independent but they have a small 92 Professional Doctorate Portfolio  T RTRP Toolbox’s Topology was included in the Bounce & Design Toolbox as suggested by P7 in the Systematization Workshop. He thought that it was necessary for the user to understand the sets, what they meant and therefore their individual benefits (traits) (Refer to Section 5. Systematization Workshop in Supportive Document, p.72). 93  insertion to attach each card around the sides. The user assembles the tools according to the order in which they were used to see the relationship and order of importance between them. This allows analyzing of the decision making activities. How is analyses is explained further in this text. The method to visualize these decision making process under duress is the following: Cards can be assembled in layers (level) starting with the most important (the first tool used), up to the last one used. This way, as the illustration below shows, (diagram Number one) the three tools are on equal value, but the vertical cards were the first one used and the horizontal one the last. In diagram Number two, the same order of importance is shown but the tool on top is secondary in level of importance. In diagram Number three, the top card is the less important one, as it is usually the last used in the adverse situation. 1 2 3 Top diagram: Illustration of the Netting System, from booklet of the second Working Prototype. 94 Professional Doctorate Portfolio  T Top photos: Photos of the Netting System, from the first Working Prototype (photos by Nora Maité Nieves). Basing Rauxa/Seny as the main driver (refer to Supportive Document, Section 5. Systematization Workshop, p.72) the following are outcomes of the sequence of applications of the tools (as sets) and the level of maturity (learning skills for a strategic thinking): LEVEL 2- Situational Tools Set Process: Surviving with Impairment. If the user only used the Situational Tool Set this might be an indication that they are mostly solving the outside stressor issues that distract them from their main plan. In Puerto Rico this is called “apagando fuegos” (putting out fires), and it means spending most of the time improvising. In Activity Theory this is termed as operational, a user reaction that 95  ‘emerges as an improvisation, as the result of a spontaneous adjustment of an action on the fly [...] Over the course of learning and frequent executions, a conscious action may transform into a routine operation’ (Kaptelinin y Nardi, 2006, p.62) so they become crucial to the everyday work tasks in order to support contingencies. ‘Operations do not have their own goals; rather they provide an adjustment of actions to current situations ’ (Kaptelinin and Nardi, 2006, p.68). The disadvantage of converting an operation in part of the daily routine is that the user loses track of the problem that caused the reaction of the operation in the first place and this is not corrected. Refer to flow chart number one on the following pages in this Portfolio of Evidence. LEVEL 3 - Situational & Dispositional Tools Set Process: Resilience. When the user used the Dispositional Tool Set with the Situational Tool Set, the system becomes a way to organize priorities, and to help them maintain focus in their main plan. Refer to flow chart number two on the following pages. LEVEL 4- Situational, Dispositional & Relational Tools Set Process: Thriving. If they use all the tool sets with the Intertextuality Tool, this could mean that they might be knocking on innovation’s door. They might thrive after adversity, and also innovate in their design practice. Refer to flow chart number three on the following pages. This was stated by participants on the Systematization Workshop (refer to DVD or transcript in this Portfolio of Evidence, pp. 255-373). 96 Professional Doctorate Portfolio  T The RTRP Toolbox as a device identifies supra situational activities, which are coping activities produced whether or not they are of particular interest for the subject (Kaptelinin and Nardi, 2006, p.92). Supra situational activities are often part of a temporary condition, and are sometimes part of the development of new processes or ways to address unforeseen necessity. Even if they stop using the RTRP tools or they are performed by others in same user’s team, the supra situational activities of the RTRP become tacit tools of resilience that can be activated under adversity. ‘When the activity system underlying a certain practice is not completely supported by tools, rules, and the division of labor (Engestrom 1990), supra situational activities are what hold the activity system together. However, the functions served by these activities can be expected to be transformed gradually into functions served by artifacts, environments, and norms of the setting. Therefore, supra situational activities are critically important during the initial phase when an emerging activity system has not yet crystallized into the material and organizational structure of a setting. Occasionally, when unexpected changes occur and a readjustment of the activity system is required, supra situational activities may provide the additional degree of resilience needed to complete the change’ (Kaptelinin and Nardi, 2006, p.93). REFERENCE Kaptelinin, V. and Nardi, Bonnie A. (2006). Acting with Technology. Activity Theory and Interaction Design. MIT Press. 97  TOOLS’S PROPERTIES TYPE TOOLS MID RESULTS (Based on findings of the first section of (Polk, 1997.) the research) Personal Causation (a sense of self) Rauxa/Seny World View Stamina (the will to continue) Locus of Control (I control my destiny) Self-Efficacy (I can do it. I have a sense of mission) Sense of Coherence Diversification (I have a personal Stealth Mode compass) Problem solving Organizer Prioritizer At Hand Fast Feet Play 98 Professional Doctorate Portfolio  T LEVEL OF COMPETENCY FINAL RESULTS (CARVER’S MODEL) Improved design methods (LEVEL 2) SURVIVING WITH IMPAIRMENT Solving “noise”, off track from main plan FLOW CHART 1: SITUATIONAL TOOLSET PROCESS 99  TOOLS’S PROPERTIES TYPE TOOLS MID RESULTS (Based on findings of the first section of (Polk, 1997.) the research) Personal Causation (a sense of self) Rauxa/Seny World View Stamina (the will to continue) Script Locus of Control (I control my destiny) Anchored Self-Worth Focus Main Plan Publishing Self-Efficacy (I can do it. I have a sense of mission). Sense of Coherence Diversification (I have a personal Stealth Mode compass) Problem solving Organizer Prioritizer At Hand Fast Feet Play 100 Professional Doctorate Portfolio  T FINAL RESULTS LEVEL OF COMPETENCY (CARVER’S MODEL) Improved social interrelationship Situated Knowledge Intertextuality Reflection and insightfulness of (LEVEL 3) RESILIENCE social context Staying on track (main plan) Improved design methods FLOW CHART 2: SITUATIONAL & DISPOSITIONAL TOOlSET PROCESS 101  TOOLS’S PROPERTIES TYPE TOOLS MID RESULTS (Based on findings of the first section of (Polk, 1997.) the research) Personal Causation (a sense of self) Rauxa/Seny World View Stamina (the will to continue) Script Locus of Control (I control my destiny) Anchored Self-Worth Focus Main Plan Publishing Self-Efficacy (I can do it. I have a sense of Coherence in mission). Sense of Coherence Diversification Thinking and Context (I have a personal Stealth Mode compass) Organizer Problem solving Prioritizer At Hand Fast Feet Play Communication Intertextuality Roles in society Learned Resourcefulness Reflective and (change of behaviour) Rhizome gaze deconolonized Shift in Paradigm 102 Professional Doctorate Portfolio  T FINAL RESULTS LEVEL OF COMPETENCY (CARVER’S MODEL) Improved social interrelationship Situated Knowledge Intertextuality Reflection and insightfulness of social context Improved design methods Innovation Organizational (LEVEL 4) THRIVING Policies Designer as citizen FLOW CHART 3: SITUATIONAL, DISPOSITIONAL & RELATIONAL TOOLSET PROCESS 103  RESILIENCE TOOLBOX IN USE #2 MUSEUM EXHIBITION CASE STUDY (2009) This case study is an intertextual example about how formless trajectories (Krauss and Bois, 1997) were used by the researcher in a design exhibition for an architecture and design museum located in the State University of Puerto Rico, Humacao’s regional campus. This is an early modern building that was, at the same time, the object of the collection. This case study is also an example of political effects on design projects and how the RTRP’s toolbox was used to tackle such adversities. Top photo: Casa Roig Museum exhibition (2009). Photo by Arthur Asseo. 104 Professional Doctorate Portfolio  P RTRP’S TOOLS AS DESIGN BRIEF Initially the intention was to relaunch the Museum Casa Roig as the new museum of Architecture and Design. It used to be a space for the University’s activities. As a historical landmark, the researcher’s studio could not interfere with the space in ways that could compromise it’s integrity, also, there were issues of strict budget and bureaucratic tangles. The exhibition’s purpose was to present both the new Museum’s mission for a possible corporate sponsorship, as well as to present it to the immediate community of a small rural town. In this project, the four formless operations were present as aesthetic solutions: Base Materialism, Pulsation, Horizontality and Entropy (refer to conference paper: Quick NOTES Recovery in the Design Praxis: Formless Operations from Events during design project. the Field, in this Portfolio of Evidence, p.136). First photo: Gulf refinery explosion near researcher’s house. It The Intertextual tool was used as dialogue method between affected the researcher’s abilities to past and future architects, as well as the researcher’s Design get paid on time on another design studio. The whole educational panels were translucent project. Also, it was near researcher’s family members. Photo by Rebeca textiles, which hold imagery of architectural details of the Dorna. Second photo: space in the visual distortion of artist M.C. Escher as a University of Puerto Rico students metaphor of the house morphing into a new vision. This also take on highways as a way of protest became a concept in itself: ‘...the dreamer succeeds in getting against government Law 7. Photo by out of the depths of the earth and begins his adventures Gerard Bello and Ángel L. Vázquez, in the heights’ (Bachelard, 1994, p.24 ) in order to invoke Primera Hora, October 15, 2009. Both the intimate spaces in the second floor that were removed events refer to October’s timeline. 105  in the 1989 restoration. This house has been restored by two architects, and it was to be restored by a third. While standing on the second floor, the visitor could see the new annex of the museum. Some of the texts were carefully and NOTE discreetly written on the walls, laid out to empathize an Law 7 (March 9, 2009, Declaration architectural detail form. As visitors walked throught the of Fiscal Emergency and Omnibus house, it would speak to the visitor. Plan for Economic Stabilization and Restoration of the Puerto Rican Credit) declare Puerto Rico in an RTRP’S TOOLS IN RESPONSE TO POLITICAL ADVERSITY energy crisis. It removes the ability The exhibition inaugural event was cancelled the same for unions to bargain collective day it was due to be opened by the university’s president, contracts, authorizes the government because it was identified as a past government administration to bypass existing labor laws (that project. The elections had just occurred and quickly after caused massive layoffs on the public that, University of Puerto Rico’s students held massive sector and freeze of jobs position demonstration protesting against the government’s public including in the education sector), provide for the government to do workers layoffs (Law 7). “Public-Private Alliances,” and bypass procedures for private The researcher moved very fast and seized the opportunity of contractors, among other neo-liberal a regional private university educational TV program about practices. design. She accomplished that they filmed the TV program in the museum, enabling documentation and dissemination THRIVING of the exhibition, as well the mission of the Museum (Fast 1. Documentation on TV show (Fast Feet Play, Diversification, Publishing and At Hand tools). Feet Play, Diversification, Publishing, This kind of situation is where RTRP become an effective and At Hand tools). strategy to tackle adversity due to its reflective and learned 2. Participation on Design Biennial resourcefulness properties: ‘The problem is that constant in Spain and winning award (Publish demands of action do not let us realize how the changes in and Diversification tools). 3. Approaching the house’s integrity our practice are the result of our learning. Because we are (Intertextuality tool). constantly facing problems that require fast and immediate 106 Professional Doctorate Portfolio  P Top photo: The Casa Roig, early modernist house, Humacao, Puerto Rico. Photo by Arthur Asseo. Center: photo of video of design project, Museum Director Brigantty. Photo by researcher. Bottom: Presentation of Casa Roig Museum’s exhibition design at the II Bienal Iberoamericana de Diseño (Ibero- American Design Biennial), Madrid, Spain (2010). The project was awarded the BID10 prize. Photo by Gabriel Piovanetti. 107  action, we generally are not aware of these processes. That is why it is difficult for us to tell others what we learned’ (ActionAid, 2006, p. 9). The exhibition is still on but the future of the museum, as many others government institutions, has gone into a coma state. The project was the researcher’s studio submission to the II Bienal Ibeoamericana de Diseño (2010) in Madrid, Spain, using the Publishing and Diversification tools. The project was awarded the BID10 prize. The exhibition of the Museum project was the researcher’s own “lettered city” in resistance to the persistence of the Hegemony of Writing in the public educational system. Publishing is a decolonizing tool, which is also true of the Intertextuality tool. ‘Postmodernism exposed the ideal of universal communication as naively utopian at best and oppressively colonial at worst’ (Lupton and Lupton, 2009). The designers in a formless (Bois and Krauss, 1997) practice must be undefined and borderless, conceptually speaking, so they can achieve strategies that address problems quickly in a resilient, elastic and flexible way with the capacity to thrive Details of the multiple views of the and the ability to adapt, without losing the educational panels in focus because of short-term reactions tactics obstructing the exhibition designed long-term strategies. for Museo Casa Roig, Humacao Puerto Rico. Rubberband’s client project, September, 2009. Photos by Arthur Asseo. 108 Professional Doctorate Portfolio  P REFERENCES Action Aid (2006). Resource Pack on Systematization of Experiences (Online) http://www. actionaid.org/docs/systematizationresource20pack_final2.pdf [Accessed 9 November 2010]. Bachelard, G. (1994). The Poetics of Space. Beacon Press: Boston. Bois, Y, and Krauss, R. (1997). Formless: A User’s Guide. Zone Book: New York. Lupton, E, Lupton, J. (2009). Universe Strike Back. In: Armstrong, A. ed., 2009. Graphic Design Theory: readings from the field. New York: Princeton Architectural Press. Section.3. Anon (2010). BID 2010 Award (Online) http://www.bid-dimad.org/galeria_ profesionales_2010/museo-casaroig [Accessed 9 January 2010]. 109  RESEARCH CONTEXT The researcher’s first methodology objective was to identify and articulate the thinking procedures of her practices as art director and design educator, in order to publish the process of successful evolving design methods for resilience, against the negative effects of stressors. From October 2009 to April 2010, when creating and teaching design in a hostile environment, the researcher extrapolated the implicit procedural knowledge in her practice activities. Local newspaper front cover Violence at the Capitol, riot police This first objective revealed a finding indicative of the practice confronting mother and based research: The colonial status of her home country, daughter after they were beaten outside of San Puerto Rico, is extinguishing the spirits of empowerment, Juan Congress building therefore, thriving factors diminish (refer to Colonial (July, 2010). Machinery Map in the next section). Eight months later, after this understanding, the social political and economical situation of Puerto Rico deteriorated further, as noted by the The Economist, who gave the island the top place for the worst GDP forecast of 2011 (Economist, 2011): • The social pact has been broken, the alliance that entails the agreement between government and citizens, as well as between citizens and private institutions. The rupture brings it down and instead, a show of force by those who are in power flourished. • Bureaucratic clientelism emerges when a political party, bureaucrats and politicians at top of the social pyramid exercises it, and at the expenses of underpowered 110 Professional Doctorate Portfolio  R citizens unable or unwilling to become involved in such undemocratic endeavours. They used their influences to accomplish their political and personal agendas, consequently followed by corruption and social violence escalation. • Emblematic public institutions are privatized or dismantled and the private ones collapsed. • Increase polarization of the social space, due to the reduction of the middle class, the rise of unemployment and a major professional migration, not seen since 1930s. • The educational system has been commercialized, Female student and which means that history, art, cultural thinking; riot police force at including design programs; are dismantled or University of Puerto Rico early 2011 (Photo considered just as technical problem solvers, with no by Ricardo Alcaraz). critical thinking. The state approaches education as an Government approach unbearable expense and private institutions find a good students as criminals and the private opportunity to see students as clients. educational system • Drug and money laundering related crime has sees them as clients, undermining their escalated, Puerto Rico has become a Narco-Nation. education. The United Organized crime have public shootings that include rival States Department of children as target. Teenager and young adults are the Justice (2011) published a report of civil rights average ages of the gang’s members. violations by Puerto Rico State Police Puerto Rico, apart from the global economic crisis, is going Force, some during the students demonstration. through neoliberal policies and is being ruled under a Sexual harassment of “totalitarian democracy”, a term coined by Jacob Leib Talmon female students was noted. in his book The Origins of Totalitarian Democracy (1952), used to describe a supremacist hierarchical social pyramid and the infantilization of its citizens by its elected government. 111  GOD’S TRICK Haraway, 1988 PANOPTICAL APPARATUS AUTHOR Hetherington, Colonizer 1998 SPACE OF POWER KNOWLEDGE 15% Older than 65 yr. 16% Undergraduate degree 25% Less than $10k annually 33% Handicapped 39% People that can work that actually are working 42% Family that have one 65 yr. 45% Under poverty line BENEFACTOR STATE 52% Women MOTHER COUNTRY 63% 63% University drop-out High school diploma or less METROPOLIS FATHER OF INFANT THE COUNTRY READER KINSHIP Colonized 112 Professional FIGURES Doctorate Portfolio Patil, 2008  Small glimpses R HEGEMONY OF TEXT WRITING History Monolithic Text Tabula Rasa -Clientilism Exclusion (social) -Corruption Weakened Democracy -Political Branding Immigration -Violence against women, gays, Poor citizenship homeless, elderly, animals, self and children. No National Sense -Fundamentalist traditional and of Coherence survival values There’s no national project. (World Values Survey,2009) They will never make it. We will never make it. Low Self-Efficacy Low Locus of Control (colonial self-fulfilling My destiny is controlled prophecy) by others. I will never make it. It will be solved by itself. It is meant to be. AUTHOR In the researcher’s particular circumstances, Puerto Rico Oligarchy serves as the home country. She perceived her country’s political context as colonial. Post-colonialism theory expresses, especially Albert Memmi’s (1966), that one of the colonized characteristics is his/her self-hate. This is also supported by being just a subject of History but not in control of his/her History. Social problems under colonialism are not all caused by the colonizer. It is a machine with no driver. This map intents to show the possible scenario of a correlation between statistics of exclusion and the COLONIZED SPACE psychological effects of colonialism as an extreme adversity. COLONIAL MACHINERY MAP: FANON,1961, 113 FREIRE, 1969, ILLICH, 1971, MEMMI, 1966 NOTES 2010 PUERTO RICO CENSUS REFERENCES Freire, P. (1969). Pedagogia del Oprimido. (Online) Servicios Koinonia (Published 3. 7 million base population according 1996) Available at: http://www.servicioskoinonia.org/biblioteca/general/ to the last report of the United States FreirePedagogiadelOprimido.pdf [Accessed 7 July 2009]. Census Bureau. It was reported that Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the half a million left the last decade; and Privilege of Partial Perspective. Feminist Studies, Vol. 14, No. 3. (Autumn, 1988), pp. that 4.2 million live outside of Puerto 575-599. Rico, proportionally more than Iraq, Hetherington, K. (1998). Expressions of Identity. Space, Performance, Politics. SAGE: Afghanistan, Somalia, Sudan and London, California and New Delhi. Palestine, countries that are going through war. Ilich, I. (1971). Deschooling Society. Publisher: New York, Harper & Row. Lima, S. (2011) Puerto Rico on the Verge of Becoming a Narco State (online) http:// . www.latindailyfinancialnews.com/index.php/en/caribbean/305-top-news/11498-puerto- rico-on-the-verge-of-becoming-a-narco-state.html [Accessed 13 December 2011]. Memmi, A. (1966). Retrato del colonizado. Ediciones de la Flor, Argentina. Miranda, M. (2011). PR on Verge of Becoming Narco-State (Online) http://www. prdailysun.com/?page=news.article&id=1323748708 [Accessed 13 December 2011]. Patil, V. (2008). Kinship Politics: Theorizing Hierarchical Constructions of Space, Identity and International Community in the Modern Era. Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 \ [Online] Available at:. http://www. allacademic.com/one/www/www/index.php?cmd=Download+Document&key=unpubli shed_manuscript&file_index=2&pop_up=true&no_click_key=true&attachment_style=a ttachment&PHPSESSID=a136a985eddab04c7180edb489f71060 [Accessed 9 November 2010]. Pachico, E (2011). Is Puerto Rico Becoming a Narco-State? (Online) http://insightcrime. org/insight-latest-news/item/1973-is-puerto-rico-becoming-a-narco-state [Accessed 14 December 2011]. Stanchich, M. (2010). Initial Impressions of a Student Strike. In: Qui Parle. Vol. 20, No. 1 (Fall/Winter 2011), pp. 233-239 University of Nebraska Press: Nebraska. Anon (2006). Frantz Fanon. Concerning Violence. In The Wretched of the Earth. New York, 1961, p. 38-39/53-54. (Online) http://www.hyperghetto.de/texts/fanon/ concerning_violence/ [Accessed May 15, 2010]. 114 Professional Doctorate Portfolio  R Anon (2011). Countries with the fastest and slowest growth forecasts In: the Economist (Online) http://www.economist.com/blogs/dailychart/2011/01/gdp_forecasts [Accessed January 5, 2010]. Anon (2011). Departamento de Justicia de los Estados Unidos División de Derechos Civiles (Online) Available at: http://www.radioisla1320.com/wp-content/ uploads/2011/09/prpd_exec_summ_espanol.pdf [Accessed September 5, 2011]. Anon (2011). Rep. Gutierrez on Civil & Human Rights Abuses in Puerto Rico and ACLU Briefing (online) http://youtu.be/OMQHZCY4mw4 [Accessed 16 February 2011] Anon (2011). Gutierrez on Puerto Rican People: “You will not silence them, and you will not silence me” (online) http://youtu.be/PUy-cglbAGg [Accessed 2 March 2011] 2010 SOURCE Del Toro Cordero, J. 2011. Devastador el reflejo de la Isla en el censo de la pasada década [Online] Available at: http://www.vocero.com/puerto-rico-es/devastador-el-reflejo-de- la-isla-en-elcenso-de-la-pasada-decada [Accessed 23 October 2011]. Anon (2011). Desigualdad económica en Puerto Rico [Online] Available at: http:// tendenciaspr.uprrp.edu/Fichas/DesigualdadEco.pdf [Accessed 23 October 2011]. Anon (2011). US Census Bureau Puerto Rico. [Online] Available at: http://factfinder. census.gov/servlet/STTable?_bm=y&-qr_name=ACS_2009_1YR_G00_S1701&- geo_id=04000US72&-ds_name=ACS_2009_1YR_G00_&-_lang=es&-redoLog=false [Accessed 23 October 2011]. 115  DECOLONIZED METHODOLOGIES FROM THE DESIGN RESEARCH FIELD NOTES ABSTRACT Journal Paper There is a need of appropriate research methods for Unpublished paper. References contextual inquiries occurring in contexts under prolonged and citation style system was adverse conditions. In the case of the researcher, Puerto done according to usual journals Rico’s is such a context. Post-colonialism theory was used specifications. in an open transdiciplinary doctoral design practice based- research as part of a contextual review aimed to inform a methodology capable of building resiliency in the researcher. This paper explores how postcolonial methods and theories have been playing a large role in design practice, its education, as well as in design research. The two main topics are: three arguments for why there was a need for a change of methodologies in an inquiry that prompts user empowerment in design practice (particularly in the context 3 4 of adversity); and second, the harmful effects of hegemony QUICK REFERENCE efforts, and the role of the end-user and the peripheral Refer to Section 3, Succumbing, p.44 designer. A discussion of the research methodology is and Section 4 Second Stage: Research discussed: 1) Limitations of Kurt Lewin’s Action Research Methodology, p.48, both in the (1946) and Donald Schön’s Reflective Practice (1983) ; and 2) Supportive Document. Empowerment under an open transdiciplinary research that Acknowledgment consisted in a Systematization of Experience workshop that Author is grateful to José Ramirez for included Participatory Design and Fal Borda’s Participatory his critical reading, Rubberband, LLP Action Research (1977). This process also allowed the user to senior partner Arthur Asseo Garcia, further apply the RTRP’s tools. This paper explains: 1) The art director Rachel Hernández reasons for the conceptual shift in the first section of research Pumarejo and professors Dr. Kevin that led to a second section; 2) The new resulting knowledge Hilton and Dr. Joyce Yee. 116 Professional Doctorate Portfolio  R on Post-colonialism theories in design practice and research; 3) How Systematization is a Latin American contribution for resiliency methods for a design researcher under stressors; and 4) How Systematization produces resilience because of its empowerment structure. 1. INTRODUCTION This paper focuses on how Postcolonialism theory has been used in a open transdiciplinary and practice base doctoral design research as part of a contextual review to build a decolonized research methodology. The reacher was to develop a design resilience model for decision making activities for designers and design educators under stressors. The researcher’s resilience design model, named Real-Time Response Planning (RTRP) intends to enable designers to be radically resilient in long enduring adverse political, social, economic (or a combination of the previously mentioned) contexts, in real-time, to bounce forward. The Real-Time Response Planning (RTRP), consists of a set of nine cognitive tools that she named as: Diversification, Fast Feet Play, Rauxa/Seny (intuition/craft), Publishing, At Hand, Intertextuality, Stealth Mode, Anchored and Script. The research consisted of two stages: 1) Kurt Lewin’s Action Research (AR) (1946) and Donald Schön’s Reflective Practice 117 (RP) (1983) log to document the effectiveness of the tools in their intended aim to extract the implicit procedural knowledge in the researcher’s design activities, when creating and teaching design in a hostile environment (from October 2009 to May, 2010); 2) An open transdiciplinary research (September 2010 to March 2012) that consisted in a Systematization workshop that included Participatory Design and Participatory Action Research. In this workshop the users designed the toolbox (February, 2011). This process also allowed the user to further apply the tools. User testing and comparison with working prototype, and peers review was executed. This paper explains the reasons for the conceptual shift in the first section that led to the second section of research. As a Practice Based Research (PBR), the researcher was the subject of the study in the first stage. Her stressor was political because she perceived the political context of her home country, Puerto Rico, as colonial. The medical term stressor is defined as real or perceived threat that caused a physiological effects to fight or to run. The first stage of this research is a critical interpretation that emerged from a grounded analysis during the researcher’s design and teaching practices. The tools were identified using Kurt Lewin’s Action Research (AR) (1946) and Donald Schön’s Reflective Practice (RP) (1983). By using these research approaches, the researcher was able to record the use and behavior patterns of her cognitive tools. During this first stage, the researcher realized that AR and RP were no longer suitable because of their political dissonances making her succumb. This prompted changing the methodology to the Systematization of Experience as a pursuit of coherence between the researcher’s thinking and her practice. From the beginning, the research, as well as the design artifact (RTRP toolbox, working prototype), were axiological (Archer 1980) with a strong political nature in design praxis, while recognizing that it is open to active reader interpretation. The initial working prototype, RTRP toolbox, is an artifact that help the user to think strategically under stressors with nine empowerment tools. A paper prototype was first designed by way of Systematization of Experiences through a workshop (second section of research) that included: Participatory Design and Participatory Action Research with nine colleagues (a psychologist, a film editor, an urban planner and six design practitioners). Afterward, based on workshop participants’ guidelines, the working prototype was designed by the researcher’s studio. It was called “The Bounce and Design Toolbox” (fig.1). 118 Professional Doctorate Portfolio  R Fig. 1. Bounce and Design Tool- box, first prototype, 2011. (Photo by Nora Maite Nieves) “What? Post-colonialism? Have they left?” (Bobbi Sykes quoted in Smith 1999) 2. FIRST TOPIC: THE NEED FOR A DECOLONIZING FRAMEWORK FOR THE RESEARCH PRACTICE Donald Schön was purposely apolitical in his description and development of Reflective Practice, “He left those issues for others to understand and focused himself on what he considered life enhancing activities – namely, experimentation, innovation and learning” (Sanyal 1997, 7). Action Research and Reflective Practice, by itself, are a political act, regardless of the theorizing intentions because they promote changes, but at the same time the lack of acknowledgement of their political nature or the lack of a definite methodology, concerning the social cultural space, can be implosive because: “Having uncovered areas in need of change, action researchers and participants in their own organizations can be at greater personal risk, and more exposed, than in traditional research. They can be seen potentially as loose cannons rocking the boat, with possible consequences for their careers in that organization” (Williamson and Prosse 2002, 559). On the contrary, since the beginning in 1970s, when Systematization schools of thought flourished among the Social Sciences and Social Services in Latin America, which was also a period of great social unrest due to the gruesome dictatorship regimes that governed over many years in the region, Systematization recognized the researcher as a political actor in a social arena. As in Paulo Freire’s critical pedagogy, that Participatory Action Research (PAR) is informed. Fal Borda postulates that La Conquista’s (the Spanish conquest of Latinoamerica and the Caribbean) legacy was the very thing that PAR pursued to reconnect with, which is the colonized and his 119 own experiences (Lopera 2008, 29). PAR is not politically dissonant, or ethically ambiguous like Schön’s RP or Lewin’s AR, because of its alignment with decolonizing methodologies, such as the Systematization Schools of thought. “In Latin America, the best known practitioners of participatory research from its inception will recognize themselves as inheriting much more from Karl Marx than from Kurt Lewin, and more from Antonio Gramsci than from Carl Rogers” (Rodriguez Brandão 2005, 25). Systematization consists of acts of intervention that under Latin American social management (gerencia social) are considered to be systematized methodologies and tools to provoke social change. Systematization, understood in the Latin American context, is an interlocutory process, as well as being emancipatory, between people who negotiated power discourse, theory and cultural construct. In the process of adjusting the method of study for RTRP research, part of the related studies focused on analyzing why there was a need for a change of methodologies in an inquiry that prompt user empowerment. There are three arguments put forward: (1) how language as a cognitive artifact can be a colonizer tool; (2) how in design practice the colonized gazes over the Other can also be revealed; and (3) how the design educational system can continue promoting colonial relationships between design educators. The Other here is defined as the minority in an identity politics context, not necessarily exclusive to the Third World. 2.1 FIRST ARGUMENT: COLONIZING DISCOURSE The contemporary practice of the designers in peripheral countries is a wicked problem. Wicked problems are defined as: “issues that prove to be highly resistant to resolution through any of the currently existing modes of problem-solving” (Brown 2010, 62). Language is a cognitive artifact, a system that helps the user to do a task. Lev Vygotsky argued that the interaction of artifactual mediation and cognition brings “new functions linked to the use and control of the instrument selected” (Vygotsky 1985, quoted in Vérillon 2000). Language as a cognitive tool, its mediated properties interact with the situated cognition of the user (mental functioning developed by the user social situations). Therefore, language is a cognitive artifact used as a teaching tool. Is a tool that culture and representational media provides to reorganize, support and extend mental functioning (Pea and Seeley Brown 1987, quoted in Wilson and Keil 1999, 767). 120 Professional Doctorate Portfolio  R The author invites the reader of this paper to deconstruct in the Derridian Postmodern framework the phrase “discovery of America”, as a way to entertain the thoughts of visualizing its official historical facts. The first argument in support for a decolonizing framework for the research practice is based on how language as a cognitive artefact can be a colonizing tool. These are the known facts: Three boats crewed with lost uneducated Europeans, it included criminals that were liberated exclusively for this enterprise to be able to fulfill the Kings’s agreement with Christopher Colombus, as stipulated in the contract Capitulaciones de Santa Fé, April 17 of 1492 (Alvarez 2009, 43); who thought they were arriving to India. During centuries this term “discovery of America” has been taken for granted because the language of La Conquista that was placed five hundred years ago still plays beyond Spanish colonial times: “Once again, the function of official writing began to create an idealized political architecture, an airy republic in the acerbic expression of Bolivar [Simon Bolivar, Venezuelan, 18th century liberator, researcher’s note], detached from reality, prolonging the same disjuncture between social life and legal structures that had existed during the colonial period” (Rama 1996, 41). Beatriz Pastor, who in 1983 was awarded by Casa Las Américas (Spain) because of her essay on narrative discourse from La Conquista, point out how Christopher Colombus mystified his reports (crónicas) to the Kings of Spain in order to confirm his arrival to India and adapt it to the King’s expectations, related to Marco Polo’s trips. Loosely translated by the researcher, Pastor wrote: “The central meaning of discovery, to reveal and to disclose, is deformed by Colombus’s perceptions and actions, who wants to identify the new lands to other references and previous models. His inquiries became inventions, deformations and concealment” (Pastor 1988, 5). As previously shown, from the very beginning the history of the colonized was fictionalized by the official language, which rewrote the “discovery of The Other”. In the 1960’s, the official language was taken and morphed into “magical realism” (term coined by Cuban writer, Alejo Carpentier) by Latin American Literary Boom’s writers, just as the authors in the Chroniclers of the Indies, but with a different political agenda - merge into a new reality; the fantastical and the mundane. Brett Levinson writes that magical realism “materializes when Latin American history reveals itself as incapable of accounting for its own origin, an incapacity which traditionally - though not here, within magical realism - represents a demand for a 121 myth: mythos as a means to explain the beginnings which escape history’s narrative” (Levinson 2001, 26) . One of the methodological approaches in PAR, in the Latin American region, is “the triple self-diagnosis (conception, context and practice)”, which are the attitudes and behavior of the researchers that allows a critical distance between the researcher and the research, that necessary conceptual space in an open transdiciplinary research that tackles wicked problems with decolonizing methodologies (Hurtado 2005, 129). The triple self-diagnosis requires: 1. to know as the researcher, one’s ideological and/or subjective position 2. to know as the researcher, one’s sociocultural approach 3. to know as the researcher, one’s consistency or lack of it between thinking and practice (view of the context and concrete practice) Acknowledgement of the researcher as a political actor in the Systematization of Experience, did shed light on the researcher’s problematic methodology of Reflective Practices and Action Research and the designing stage of the RTRP Toolbox. Designing the RTRP could entail having some pitfalls because it forces the researcher in the position of the sole creator, the author, which is the only authoritative voice. This is learned behavior from the colonizer, who infantilizes the natives: “modern states territorialized meaning by manipulating languages, education systems, myths, symbols and narratives” (Hobsbawn 1990; Anderson 1991; Paasi 1999: 69-88, quoted in Patil 2008, 3). This infantilization is a method to repress people, which is commonly used by imperial states, and it still remains latent in colonial territories and post- colonial states.  Infant’s etymology is revealing. The following is its construction: “not able to speak”, comes from in- “not” + fans, of fari (“speak, tell”). This etymology breakdown is connected to the Hegemony of Writing that the researcher will discuss later on in this paper. The human body and western family structure metaphors were used as a colonial discourse as ways to rationalize the colonizer’s presence over other cultures; “...kinship politics operates to forge a sense of natural association with natural hierarchy, bringing together broad notions of trans-territorial association with a naturalization of (racial, gender and cultural) inequality in order to build hierarchical notions of international community” (Patil 2008, 13). When the researcher realized the political dissonances of her chosen research methods, she was confronted by decolonized research methods. If she just designed and then user tested the RTRP Toolbox prototype she was infantilizing those she wanted to 122 Professional Doctorate Portfolio  R teach resilient design methods. Paulo Freire’s Liberation Theology addresses this contradiction when he reframes education as participatory because it is a communion experience between educators and students: “No one is auto-liberated, neither is liberty made by others” (Freire 1969, 46). Howard Gardner, professor and researcher of Project Zero; an educational research group at the Graduate School of Education at Harvard University; identifies five kinds of minds (thinking and acting). “Three are related to intellect: the disciplined, synthesizing and creative minds; two emphasize character: the respectful and ethical minds” (Fusaro 2009). These are described as follows: • The disciplined mind: the mastering of information. • The synthesizing mind: taxonomic capacity and the building of ontological framework from different sources of information. “Be able to sort out what is important and what is not from the massive amount of available information” (Fusaro 2009). • The creative mind: “to think outside the box of that discipline” (Fusaro 2009). • The respectful mind: “real respect from mere tolerance of differences” (Fusaro 2009). • The ethical mind: “abstract and reflective thinking about one’s behavior” (Fusaro 2009). The researcher realized (ethical mind) that from the start she has to recognize the designers’ empowerment in the RTRP’s research and its design construction into a toolbox. In other words, the researcher has to recognize the user’s participation in the design of a resilient design model and also the user participation in the research. This is a critical reflection and an awareness of who the researcher is. The researcher realized that the way she approached the inquiry, her choices of methods and the plan on how to design the RTRP toolbox revealed her colonized behavior, it was not coherent to design a resilient toolbox without the participation of the intended users. The factors in the research methodology - the language as a phenomena discourse and the researcher’s context - are needed to be viewed critically. “Subjectivity on which we based our identities was not something fixed or essential but located in language and ideology” (Hetherington 1998, 24). 123 2.2 SECOND ARGUMENT: UNDERSTANDING COLONIZED DESIGN PRACTICE Fred Wilson, an Afro American artist, was asked by the Seattle Art Museum in Seattle, Washington, to create an intervention in their galleries (The Museum: Mixed Metaphors, 1993). The museum has a collection from Asia, Africa, Europe, European America and Native America. He intervened with different installations, by collection, in each floor. In the early 20th century gallery, he pushed all the early modernist art into one corner. The art objects were cluttered and visitors could not appreciate the Matisse in front of a marble harp, or a tall Giacometti in front of a De Kooning portrait; “When viewers asked what the reason for this was, it had to be explained by museum staff that this was the way the African and Native American collections were displayed on the floor below” (Wilson 1994,159). Wilson revealed to the viewers what many Third World artists know about museum exhibition design, the label, lighting and staging and how it reveals the gaze of a cultural fantasy about the one being collected; “It is important to remember, however, that colonialism was not just about collection. It was also about re-arrangement, re-presentation and re-distribution” (Smith 1999, 62). Designers and their educators can have humanitarian motivations but the act in itself can carry paternalism. German Designer Gui Bonsiepe, whose professional life has taken place mostly in Latin America, wrote a critical review on Austrian Victor Papanek’s book Design for the Real World (1985). His review brought of on Papanek’s views at First World designers’ solutions to Third World countries. He found that Papanek intentions were contradictory when “the cheapest radio for the Third World [referring to Papanek’s 1962 juice can and paraffin wax radio, translation by the author] is engulfed by the bon sauvage ideology, the one that is just happy with a dummy technology developed for them by the metropolis” (Bonsiepe 1975, 101- 102, translation by the researcher). The inter and trans culture affordance in design practice it is not that clear an issue, because culture it’s not fixed in time. There is also an issue to standardize, not only for economical production but to negotiate diverse social practices that involve the user interaction to products and communication design pieces. Although the designer’s ability for insightfulness towards the Hegemony of Writing in the normative design practice it is critical. 2.3 THIRD ARGUMENT : UNDERSTANDING COLONIZED TEACHING PRACTICE As part of the assignment in one of the modules on the doctoral program, the researcher presented an interactive diagram about Latin American Literary Boom influences on her practice. Some of her immediate academic colleagues did not know 124 Professional Doctorate Portfolio  R about the writers involved in this movement, including Gabriel García Márquez and Mario Vargas Llosa, both Nobel Prize winners. They were also unaware about the implications of the Boom in the international literature arena and its political consequences. The module’s tutor proposed to the researcher to be clear about “the importance of those ideas in the context of the world” when readers come from different cultures and experiences (Yee 2008). The term “reader” is used in this paper as the recipient, known as end-user, which can be other designers, design educators, students, among others. It is true that designers need to be aware of the different cultures, but this raises an interesting question: Where does the reader’s responsibility lay in the understanding of the designed artifact as a social-cultural one? Two others point to consider are: 1.The readers lack of historical, geographical and sociocultural knowledge of the Other’s history is a wicked problem itself because it reveals the historical top down narrative and the reader’s role, who understands the world through the ideology of the predominant culture. If the reader depends solely on the author, in these cases the teacher, this can be considered to be a infantilization of the student. Jacque Ranciere’s claims “an individual must learn something without any means of having it explained to him” (1991, 16) has echoes of Schön’s reflective practice and Freires’s “empowerment to the oppressed” ideas, but it raises questions about the spontaneous self-awareness in a non-emancipatory context. Educators like Ivan Illich in Puerto Rico and Paulo Freire in Brazil, among many others, started to postulate education as a political emancipatory tool: “...even at the institutional level, popular education was perceived as a powerful tool for the political system democratization, for the human rights defense or to work out gender issues in different countries of the region” (Planells 2004, 2). Participatory Action Research (PAR) is also known as Popular Education, and promotes a student that assumes an active role in the acquisition of knowledge. The students are seen as collaborator with the teacher. 2. Local knowledge is what may hold the key to innovation in several occasions, in the case of the colonized, it can be an act of emancipation. “Approaches from situated cognition (or situated knowledge) argue that cognition as any human activity is social (is built in social relationships), embodied (the bodies as agents of action), concrete (focus on the physical constraints and circumstances of the action) and compromised (depending on contingent factors related to individual circumstances). Some of the theorists who have contributed to research in this area, are Suchman (1987), Barwise and Perry (1983), Haraway (1991), among others” (Figueroa 2007, 68). 125 The researcher was investigating a design practice in a region that lacks history books about its design history and traditions. Just recently, in 2008, the first attempt of a Latin American design history book, Historia del Diseño en América Latina y el Caribe (Blücher, Brazil), was published. The only Caribbean island included in this book is Cuba. Others islands were not included because of difficulty in allocating scholastic documentations. Presently, there is no comprehensive book about design history from the Caribbean. As is, global knowledge is really the colonizer knowledge, supported by scholarly construction legitimized by teaching it “In fact history is mostly about power. It is the story of the powerful and how they became powerful, and then how they used their power to keep them in positions in which they could continue to dominate others. It is because of this relationship with power that we have been excluded, marginalized and othered” (Smith 1999, 34). The resistance comes from both the colonized and the colonizers, despite the loss of intellectual knowledge about design practice. “They are different students. Be patient with them; those are too many books to read” or “Go back to teach design. Leave history to General Studies’ professors” have been some guidance’s directives to the researcher by academic supervisors in some of the universities from Puerto Rico where she has taught design. These are the researcher’s experiences of the resistances of adopting decolonizing framework. The relationship between colonized and colonizer is very strong and they feed each other. As Frantz Fanon (1961) and Albert Memmi (1966) discussed, they shared the colonized bricolage, the hegemony influences of the word; “The machine is almost factual: the colonial situation fabricates both colonizer and colonized” (Memmi 1966, 73). 3. SECOND TOPIC: THE HEGEMONY OF WRITING The official writing, who can and where, is intrinsically connected with graffiti since the beginning of the Conquista. As illustrated by an account about how Spanish captains felt underhanded by their leader Hernán Cortés when they did not receive their share of the booty. On the whitewashed wall, overnight, they wrote their complaints using insulting phrases and charcoal: “Each morning, Cortés wrote his replies in verse on the same wall until, infuriated by the insistence of his interlocutors, he closed off the debate with these words: ‘Whitewashed wall, a fool’s stationary.’ Cortés thus re-established the hierarchy of writing – that ought to be reserved for superior purposes – and condemned graffiti because anyone could produce it. Graffiti was to remain a clandestine appropriation of writing, an illegal attempt to subvert one of the ordering principles of society” (Rama 1996, 38). 126 Professional Doctorate Portfolio  R La Conquista was an economical endeavor. The cartographies were official legal documents. Notaries travelled with Cristobal Colón and through all the conquistador’s trips. They were the ones who could write and read, consequently, the ones who notarized and legitimized the new territories as the King’s lands. They used an already designed form to register the new cities: a description with blank space to fill the name on the top, urban grid in the middle, signatures and dates on the bottom; making a perfect illustration for Baudrillard’s phrase “maps without territories”. Some of the cities they claimed they established with drawings of streets and houses that did not even exist. They were just an undisturbed wild landscape. And it was not that the Kings did not know about this, it just was necessary to legitimize and archive in the official language. This early official legal registros are an indication of the cultural dirigisme (French word referring to strong influenced by the one in power in a coercive mode): “More important than the much-discussed grid design are the general principles behind it, directing a whole series of transmitted directives (from Spain to America, from the governing head to the physical body of the city) so that the distribution of urban space would reproduce and confirm the desired social order […] before anything may be built, the city must be imagined in order to avoid circumstances that might interfere with its ordained norms” (Rama 1996, 6). Fig. 2. Left, Bolonia map, La Española (Dominican Republic), Bolonia University, Italy. First map of Dominican Republic, XVI. Right, Geography Primer, school textbook for Puerto Rico Educational Public System, Corman & Gerson, 1906, Archivo de Biblioteca General, Instituto de Cultura Puertorriqueña, Puerto Rico (photo by researcher). Angel Rama narrates, as part of his history about how the “lettered city” was constructed in Latin America, the ways this persistence of the Hegemony of Writing immigrated to the educational system in post Spanish colonial times with Latin American letrados (the ones from urban areas who could write and read); “a system primarily destined to produced bureaucrats, perpetuating an antidemocratic concentration of power and resulting in a ruling elite like that of the colony...” (Rama 1996, 46) As figure 2 illustrates, the Dominican Republic 16th Century map is full of 127 fantasy creatures and the inscription ‘In Española only whites exist’ and on the right side, more or less 100 years ago, a text for a school book reads ‘Porto Rico is now a part of the United States. It is a beautiful and fertile island. The people are active and intelligent. In both of these islands there are more whites than negroes.’ This blunt racial detachment from the official documents was not only a common legal practice but constantly legitimized by educational institutions. The Nineteenth Century Latin American Universities’ “graduates exemplified the gap between the city of letters and urban realities instead of faithfully representing or interpreting those realities, they gilded them” (Rama 1996, 50). “France can talk about their history without mentioning Haiti, but Haiti cannot speak of its history without talking about France.  A phenomenon typical of colonial ideology, which is still alive.” (Iñigo 2010) 3.1 THE ROLE OF THE READER: THE PRO ACTIVE USER The role of the reader, who is the recipient of the design knowledge, brings into context another conjunction to this problem: The readers are not passive actors in the mediated interchange of knowledge. The reader can act and can control the design knowledge. As previously explained in the researcher’s module presentation to her fellow companions, the lack of contextualization disrupts the capacity of the reader to understand design arguments. Same token, non-peripheral designers cannot assume that all readers have the knowledge about the geopolitical region where they design the artifacts or systems they ship to the global market. This lack of awareness and political savoir faire can also occur from the peripheral designer’s side. Readers will use the design artifact in a localized manner, sometimes in ways they were not meant to be used. Paraphrasing Ramesh Srinivasan (2011), readers from different cultures than the designer, with socially shared set of practices, like language, will affect how they construct technology, or reconfigure it to adapt it to a local form (appropriation). The Hegemony of Writing, in the case of design practices, was identified long ago: “Industry has surrounded people with artifacts whose inner workings only specialists are allowed to understand. The nonspecialist is discouraged from figuring out what makes a watch tick, or a telephone ring, or an electric typewriter work, by being warned that it will break if he tries. He can be told what makes a transistor radio work, but he cannot find out for himself. This type of design tends to reinforce a non-inventive society in which the experts find it progressively easier to hide behind their expertise and beyond evaluation” (Illich 1971). 128 Professional Doctorate Portfolio  R The focus of the researcher’s educational argument is to discuss the Hegemony of Writing and how the education institutional systems still persist in blindsiding the Other in matters of global historical events. Books like The Elements of Design, by Noel Riley and Patricia Bayer (2003), an encyclopedia that includes the decorative arts from the Renaissance to the present; given to Postgraduate students presently at Smithsonian-Corcoran, Washington D.C; or the Horst Waldemar Janson’s History of Art, given to the researcher over 20 years ago in her first year as a undergraduate art student at Cooper Union School of Art and Science, New York City, does not include one Latin American or Caribbean artist or designer. These books claim a western survey of official historical information. The non-inclusion is a redefinition of the western cultural map, since all the Americas are part of the western world. To recognize situated knowledge is a way to reset the fixed and disembodied vision that brings totalization: “location resists the politics of closure, finality” and “situated knowledge is about communities, not about isolated individuals. The only way to find a larger vision is to be somewhere in particular” (Haraway 1988, 590). The usefulness of design knowledge, in the practice as well as in research, over the value of truth on both, has been stressed. It does not have to be truthful but useful. This usefulness includes the way the designer chooses to communicate to the reader. As demonstrated in the three arguments, platforms of communications are not ideologically free and neither are cognitive artifacts; “This is an important notion, because the point is no longer to question whether the message is true, but whether it works as an argument -- one that manifests itself more or less explicitly in the message, in relation to the conditions [emphasized by this researcher] under which it was produced and under which it is disseminated” (Van Toorn 1994, 105). Questions about who defines usefulness and determines to whom it is useful for, are ideologically mediated; and also present in both how the artifact was researched, designed and distributed. “Design will have to get used to viewing substance, program, and style as ideological constructions, as expressions of restricted choices that only show a small sliver of reality in mediation” (Van Toorn 1994, 105-106). Illich (1971) pointed out that Freire moved constantly because he refused to teach using the “appropriate” and accepted words from the official teaching practice, because they would compromise the communication with his students, who read into those words’ other meanings. Having said that, and because the subject of the researcher’s study is a wicked problem, it is related to other wicked problems and can be recognized, for example, that the reader’s role in a transnational design context is 129 hard to tackle. Paraphrasing Lilly Irani, Paul Dourish, and Melissa Mazmanian (2010); the transnational/colonial designers mould the local practice, platform, methods and tools, in the need or desire to be recognizable and legitimate in a no ideological-free intercultural space; a space where there is an exercise of meeting halfway, “however, is not necessarily evenly distributed” (Irani, Douris, and Mazmanian 2010). Fig. 3. Graffiti by the researcher on her house front wall: ‘What’s on you mind? That the country collapsed. That the social pact is broken’, September 1, 2010 (photo by researcher). 3.2 THE WRITING ON THE INTERTEXTUAL WALL Julia Kristeva approaches the text, the author and the reader as stakeholders in a work in progress, not a finished product to be consumed, inhabiting a multiple interconnected logico-epistemological (Lefebvre 1991) textual space. Analyzing the structure of the text, how it came into being, shows the performative nature of the intertextuality in the researcher’s graffiti “what’s on your mind?” (Figure 3), which has a connection with the digital Facebook’s wall and at the same time the historical conquistas’ whitewashed wall; both symbolic territories. It also has other textual readings, as a performative public reflection-in-action by the researcher in her house street wall; written the morning after a hurricane passed over her home city, her house was broken into by thieves and after realizing Schön’s RP and Lewin’s AR was too painful to continue, therefore infective as a colonial researcher’s methods. It is a misery to know without liberty and this is very cruel because the same knowledge makes the lack of liberty visible, and at the same time impotent to change it: “the rights that define individual freedom must also include rights of political participation” (Bohman and Rehg, 2007). The bilingual text has also another layering of transposition. The diverse readings by the street readers of the text on the wall, ranged from a North American woman responding “it is true” and her local friend responded “but it is an abandoned house”, to another reader comment: “is too smart for a graffiti writer”; both echoing Cortés’ 130 Professional Doctorate Portfolio  R “a fool’s stationary”. The wall activated neighbors to address the security issue, both criminal and health, in the researcher’s street. As many neighborhoods across the U.S. mainland, the abandoned houses have proliferated in the long period of economic depression. The act of the Intertextual wall also an action of Publish, one of the RTRP tools (refer to appendix). Publish is a decolonizing tool, which is also true in relation to the Intertextuality Tool. Both have the properties of making connections to others and different issues, a component to learn resilience behavior according to the American Psychological Association (APA 2010). A similar approach to the white wall, tabula rasa, is Architect John Habraken, a Dutch citizen; in his conference “Design and the Everyday Environment” (2010); who discussed the new level of design interventions in the cities, redrawing his diagram as follows in figure 4: Fig. 4. Habraken’s diagram (Redrawn by researcher). What he is stating is that the contemporary architect is designing inside another designer’s context, as an example in the first layer, the urban planner; secondly, the urban designer; thirdly, the architect and fourthly, done afterwards, the interior designer. His proposition goes around a concept called “Open Building”, where the architect designs an initial based design, a shell to be intervened by users and others designers. This, according to him, will promote a new professional attitude: “no inventions but cultivation on building new environments.” According to Habraken, another actor in this layering is needed: the user, because “Whenever user can act, can control” (Habraken 2010). Habraken coined this statement as “Built Fields”, and it is an intertextual action. The contextualization of the human factor and the understanding of previous and future design interventions is a way to resist the tabula rasa inherited from traumatic events like the Conquista. CONCLUSIONS During the process of her Reflective Practice and Action Research actions, the researcher realized she could not continue with these methods because they hold colonizer properties in themselves. Both methodologies do not give guidelines to the user on how to change his/her political context after realizing by reflection the consequences of his/her context. Thus they do not take into account, the political 131 ramifications of the new knowledge acquired by reflection in action. It is important to take into account who the researcher is; but also in what context the researcher is researching. Therefore interpreting the meaning of Jürgen Habermas’s theory of rationality thinking, about “how speaking and acting, subjects acquire and use knowledge” (Bohman and Rehg 2007), is not as neutral as “learn by doing”; but critically pointing out where the researcher acts when researching and which designing tools are used in that act of construction and understanding of the new knowledge from engaging with a wicked problem. When searching for a decolonized methodology, the Systematization of Experience was chosen because it allowed the researcher to be a political actor, and to take into account her own ideology as well as the other participants in her project a way to resist the tabula rasa. She also realized that colonial machinery does not need a driver, that it is a system that runs by itself, where the colonized and the colonizer participate in maintaining its usability and usefulness. It is possible that researchers and designers from the peripheral countries can be brought paradoxically to another choice of words as a written statement of colonizer-colonized dynamic: “From the vantage point of the colonized, a position from which I write, and choose to privilege, the term research is inextricably linked to European imperialism and colonialism” (Smith 1999, p.1). The methods employed in the data collection and analysis of the RTRP research, as well the theories that inform them, had to build a decolonized epistemological and ontological foundation inside the researcher’s colonized context. 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Wiley & Sons, 135-144. Originally published in Policy Sciences 1973 (4): 155–169. Amsterdam: Elsevier Scientific Publishing Company, Inc. Accessed September 25 2010. http://www.uctc.net/mwebber/ Rittel+Webber+Dilemmas+General_Theory_of_Planning. Rodrigues Brandão, C. 2005 “Participatory Research and Participation in Research.” Participatory Action Research in Latin America: Special Issue of International Journal of Action Research 2005 (1): 121-151, edited by Danilo Streck and Carlos Rodrigues Brandao. Sanyal, Bish 1997 “Learning from Don Schön – A tribute.” Donald Schon – A Life of Reflection. Remarks at special session in honor of the memory of Donald Schon, Conference of the Association of Collegiate Schools of Planning, November: 5-7. Accessed September 22, 2010.http://the-tech.mit.edu/~richmond/professional/jplschon.pdf Smith, Linda 1999 Decolonising Methodologies: Research and Indigenous People. London: Zed Books. Smith, Mark 2001 “Kurt Lewin: Groups, Experiential Learning and Action Research.” In The Encyclopedia of Informal Education. Accessed January 20, 2011. http://www.infed.org/thinkers/et-lewin.htm Srinivasan, Ramesh. 2011 “Empowering Culture and Context.” Lecture presented at the Civic Media Thursday Lunch Series, Massachusetts Institue of Technology (MIT) Media Lab, Cambridge, Massachusetts, October 21. [video] Accessed October 24, 2011. http://techtv.mit.edu/videos/14838-ramesh-srinivasan-empowering-culture-and-context Van Toorn, Jan 2009 “Design and Reflexivity.” In Graphic Design Theory: Readings From the Field, edited by Helen Armstrong. New York: Princeton Architectural Press.    Vérillon, Pierre 2000 “Revisiting Piaget and Vigotsky: In Search of a Learning Model for Technology Education.” The Journal of Technology Studies. Accessed November 5, 2011.http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2000/ verillon.html Wilson, Fred 1994 “The Silent Message of the Museum.” In Global Visions. Towards a New Internationalism in the Visual Arts, edited by Jean Fisher, 152-160. London: Kala Press, in association with the Institute of International Visual Arts. Wilson, Robert Andrew and Frank C. Keil, ed. 1999 The MIT Encyclopedia of the Cognitive Sciences. Cambridge, MA: The MIT Press. Yee, Joyce 2008 Discussion on assignment for Contemporary Influences- DE872 [E-Learning Chat] (Personal communication, 28 October 2008, 14:48:49 BST). The Science Registry Ltd “Professional Doctorates Explained.” Accessed October 2, 2011. http://www.professionaldoctorates.com/explained. asp#4 135  QUICK RECOVERY IN THE DESIGN PRAXIS: FORMLESS OPERATIONS FROM THE FIELD NOTES Conference & Journal Paper ABSTRACT Publish and Diversification tools were There is a lack of an understanding of a designer’s used as way to address the RTRP methodology in weak democratic societies, suffering from research complexity and the difficulty the researcher has in tackling a complex social, political and/or economic adversities. Resilience communication piece that is the becomes the design tactic as designers articulate their Professional Doctorate Portfolio. This approach in this wicked problem’s context of instability. This paper was written addressing theories paper only deals with Post-modern and Painting theories that informed the research. in relationship to the researcher’s resilience design model, named Real-Time Response Planning (RTRP). The RTRP Paper Submitted to the 6th model intends to enable designers to be resilient and thrive International Conference on Design in adverse conditions, in real-time. The researcher identified Principles and Practices, University of California, Los Angeles, USA from that peripheral creative practitioners were able to design 20-22 January, 2012. Published in The artifacts or systems with “no wounds” despite many years of International Journal Design in Society, adverse context, and often the practitioners thrived against The Design Collection, Volumen all odds. Topics: (1) A brief description of the conditions 6 Issue 4, 2012, Common Ground faced by the peripheral designers from the Caribbean and Publishing, Champaign, IL, 2013, Latin America (2) A description of how the RTRP’s toolbox pp.35-49. References and citation is informed by Deleuze and Guattari’s post-modern ideas style system was done according to and its connection to Haraway’s Situated Knowledge. (3) The journal specifications. ontological and epistemological framework, which is mainly Acknowledgments based on art critic Krauss and Bois’ theories, because of their Author is grateful to Editor José non-hierarchical interconnection, which are appropriate to Ramírez, Digital Producer Rachel the modeling of stressors situations of adversity. Hernández Pumarejo, artists Ernesto Pujol and Rafael Trelles and professors Dr. Kevin Hilton and Dr. Joyce Yee for their critical reading. 136 Professional Doctorate Portfolio  R Introduction Postmodern and Art theories, informed the philosophical scaffolding of a research concerning resilience and the designers under adversity that caused them stressors. Postmodern thinking allowed the researcher to be flexible, explorative, critical of meta- narratives, open to the uncertainty of wandering and grateful to the value of errors. These postmodern theories were used because the researcher wanted to build a resilience model with the intention to enable designers to improve real time strategic decision-making. The researcher found that postmodernism theories of non-hierarchical dynamic interconnections were an appropriate framework to understand chaotic events. The term stressors is defined as ‘ situations that are experienced as a perceived threat to one’s well-being or position in life [..] the body’s stress response is triggered, and a series of physiological changes take place to allow the person to fight or run ‘ (Scott, 2009). The designer just needs to ‘perceive [that] demands exceed resources’ (Salas, Driskell, and Hughs, 1996, cited in Kowalski, Vaught, and Scharf, 2003) to activate his or her inner alarm system. Adapting successfully under duress ‘is dependent upon an individual’s perception’ (Gillis, 1993, cited in Kowalski, Vaught, and Scharf, 2003) of the adverse event, because ‘it is the perceived experience of stress that an individual reacts to’ (Kowalski, Vaught, and Scharf, 2003) that might affect unfavorably the decision-making behavior. 137 The researcher’s resilience design model, Real-Time Response Planning (RTRP), consists of a set of nine empowerment tools for design practitioners under stressors. The RTRP toolbox is used in this paper as a metaphor for a resilience system thinking mindset that was articulated into an artifact. These tool’s operations were extrapolated during a seven months period where the researcher was able to record the behavior patterns of her decision-making process under stressors using Kurt Lewin’s Action Research (1946) and Donald Schön’s Reflective Practice (1983) methods. The RTRP model emphasizes resilience and thriving under adverse conditions by promoting: • Contextualization (user’s historical/cultural sensibility of his/her context) • Openness to multiple perspectives while maintaining a clear focus (Executive Functions process) • Cognitive Flexibility, the switching of multiple analyses for ill-structured domains (Spiro and Jehng, 1990). This method allows designer’s decision-making process to become compatible with the adverse event because he or she acquired the conscious intellectual and emotional skills to address the situation (therefore achieving resilience behaviour). The RTRP toolbox helps the user to think. It is informed by Resilience Theory and since resilience is not a characteristic of a person, but a learned behavior, it can be taught (Master & Powell, 2003). The RTRP’s nine tools are: 1) Diversification - Consists of combining multiple spheres of action and having the ability to move among diverse social groupings, thus developing an eclectic network without the need to belong to a specific social group. 2) Fast Feet Play - Being in constant mutation and transformation. A fast feet attitude can make or break every play, evolving around ever-changing situations, clients and circumstances. 3) Rauxa/Seny – These are the Catalan words for intuition/common sense. The researcher uses this term to describe the balancing of the tension between creative intuitions with the practicality of practicing design. 4) Publishing – The reflection on both, process and the final artefact must be documented. If it is not, it will be like the whole action never existed. It consists of making it public. 5) At Hand - To constrain the design work to the feasible resources available and not lament what we do not have, instead, we should see the design learning opportunities. 6) Intertextuality - Acknowledge and create dialogue with previous authors/creators (the cancel out the tabula rasa) and connect with what has past, and the value interventions that may be forthcoming. 138 Professional Doctorate Portfolio  R 7) Stealth Mode - Means to be undetectable under the radar by not drawing attention towards the project or oneself. Stay quiet with cleverness. It is the opposite of Publish. 8) Anchored - Means to be anchored in place, a sense of commitment to a specific community that should not to be confused with blind nationalism or xenophobia. 9) Script - Involves following the designed plans in a situation of low-level stress, with the purpose of avoiding burnout and blockages of effective decision-making, when high-level stress is experienced. This is part of an open transdiciplinary practice-based research in the Doctoral Design Practice program for a Professional Doctorate, School of Design, University of Northumbria, United Kingdom. The aim of a Professional Doctorate candidate according to the UK Economic & Social Research Council (ESRC) is to ‘.... make a contribution to both theory and practice in their field, and to develop professional practice by making a contribution to (professional) knowledge’ (The Science Registry Ltd ). FIRST PART: LATIN AMERICA AND THE CARIBBEAN CONTEXT 1.1 The Centre and the Peripheral - Bonsiepe The RTRP model is a model of peripheral designers. In order to understand it, the reader needs to be anchored in the context where the researcher’s design practice takes place. German designer Guy Bonsiepe (1985), who’s professional life has been mostly in Latin America, wrote on the concept of peripheral design. He defines peripheral design as design from countries that have not solved their manufacture and infrastructure problems. According to Bonsiepe, in developed countries or the centre (as he refers to them), design is an integral part of production. More importantly, Bonsiepe claims that the experience of the centre although usable is not useful to the peripheral design community. Simply put, designing by international standards instead of incorporating inter and cross-cultural approaches can result in products that are culturally suited for global markets but may have features that fail to be usable locally. This is a result of using methods from the centre’s perspective (world-view and needs). Thus, according to Bonsiepe, the design that the periphery can find usable in their local context does not exist in the centre. In an interview in 2003, Bonsiepe emphatically stressed his position - which he stated from the 1980s - that ‘design should be done in the periphery and not for the periphery as the result of some kind of benevolent paternalistic attitude of the centre to these countries. I insist and always have insisted on local design practice’ (Fathers, 2003, p.48). 139 1.2 Adversity is the Context of Design Practice in the Periphery The term adversity in this paper is defined as situations that cause stressors. Theses stressors can be political, social, economic or a combination. As stated, the medical term stressor is defined as a real or perceived threat that causes physiological effects like the release of adrenaline to defend oneself or to flee (Fight/Flight Response). Historically, in the periphery, national economic and social political adversity is a constant. It is important to note that because of the recent economic collapse due to the global economic crisis, for example, in countries like Iceland, Spain, Greece and Ireland, many designers have been left powerless and lacking of instruments to operate; just like the ones in an unstable peripheral environment. As Leslie Voltaire, a Haitian architect, said in a conference organized after the 2010 earthquake by the American Institute of Architects, at Centro de Puerto Rico, “In countries like ours, there is nothing provisional; what is provisional is permanent.” In another educational conference, Meeting of Art Inter and Multidiciplinary Projects, To Where and to Whom?, Creative Interactions 2010, (Centro de Estudios Avanzados, 2010), the researcher relayed this story to fellow professors of the University of Puerto Rico, which at the time was involved in a student strike that had escalated to the point where the Police Force had occupied the campus. Unexpectedly, the audience reaction was one of relief when they realized that the crisis was a permanent condition. 2.1 No Wounds, Designing under Adversity without Leaving Traces of It The researcher defines her concept of the “no wounds” as an artifact or system design that did not show the context of the adversity it was created in or the adversities the designer went through at the time of its production. Peripheral creative practitioners are able to design artifacts or systems with “no wounds” despite many years of constant adverse political and economic conditions. Some design practitioners thrive (economically, personally and practice) against all odds. This is not a question of luck or a set of good improvisation. This prompted the researcher to question: what is the resilience thinking mindset that is taking place regardless of the practitioner’s awareness? A similar question has been asked in Social Sciences: ‘How is it possible that people survive and some even grow irrespective of the trials and tribulations of life? Where does the bio-psycho-social wellbeing and strengths originate from, and how can they be enhanced?’ (Strümpfer, 1990, 1995 cited in Makola and Van den Berg, 2008). The researcher interviewed an Argentinean designers firm, G & H, at their store in a trendy neighborhood in Palermo, Buenos Aires (2009). Their store did not have the “wounds” of the context it was created after they lost their previous design studio in the economical shut 140 Professional Doctorate Portfolio  R down in 2001, that included social riots provoking Fernando de la Rua leaving the presidency (just as 2011 Egypt’s events). They have 25 years of practice. “With tools and wounds, with very different tools [from the Europeans or the North Americans ]...” G & H shared with the researcher the Diversification, Rauxa/Seny, Publishing, At Hand, Intertextuality, Stealth Mode and Anchored tools (tools were presented to them). They identified as one of their tools the Two Hands. H said: “It was born out of the crisis [the store], the Two Hands tool, in one hand we built this project and the other hand we were putting clothes in the luggage to leave the country. Every night we thought about leaving.” G adds: “All our friends left. Is a constant feeling - the leaving.” They identified three reasons for accepting a job: prestige, new knowledge or money. In reality, most of the time, in their practice, it happen mostly by the first two, almost never the third, and they made adjustment. H said: “Over here, you could be the great magician, and in two days, everything can be change and you are bankrupt. There is nothing guarantee.” This design partners showed a strong sense of Anchored and stamina. In 2011 they have expanded their work to Brazil. The year of the interview, 2009, they just had an exhibition of their work at the American Institute of Graphic Arts. Using Argentinean financial crisis of 2001, where unemployment went up to 50%, Bonsiepe gave an example of how designers moved to the craft market to sell their product [translated by the researcher]: ‘ The symbolic add value disappeared [referring to branding]. Young designers, that had no clients left, started to design low-fi products. Something like neo- urban craft.[...] There was a local design, for local demand in local prices ‘ (Bonsiepe, 2011). He also noted that Argentinean designers started to offer their services to foreign clients at cheap rate, known to be three quarter less that in the centre design rates. The neo-urban craft that Bonsiepe recounts in the interview is an example of resilience behavior by the designers. THIRD PART: RESEARCHER PAINTING PRACTICE, POST-MODERN THEORIES, AND CONSEQUENCES FOR HER DESIGN PRACTICE 3.1 Painting Revisited The researcher has 25 years of experience in painting practice. From 2000 to 2007 she explored the question of the practice itself and the role of the painter. Painting practice has been intensely scrutinized through the last century within its own value, role and methodologies. As a result of this ongoing debate painting practice showed different results. Twenty-first century artists such as Duchamp, the Fluxu movement, Pollock, among others, represented milestones in art practices. In the 1960s the painting debate was revisited by painters such as the North American-based painter Donald Judd. It was again 141 revisited by painters of the 90s generation. Both re-visitations were due and influenced by post-modernism theorists like Kristeva, Barthes, Derrida, Deleuze, Yves-Bois and Krauss. Yves-Bois and Krauss, are the editors of MIT academic political and post-structuralist art journal October. 3.2 The Expanded Field – Krauss In 1979, Krauss published a small paper on October that became a hiatus in contemporary art theory. Krauss’ “Sculpture in the Expanded Field” (1979) defied the definitions of sculpture, architecture and landscaping, as one that was no longer bound by its materiality of the object properties or practices methodologies. She theorized that there was a paradigm shift in the artistic and architecture practitioners framework that could not be analyzed by traditional modernist craft oriented framework: ‘the very term we had thought we were saving sculpture- has begun to be somewhat obscured’ (Krauss, 1979, p.33). Using the pedestal of the public monuments as an argument, and how it disappeared in public spaces due to the practices of artists like Robert Smithson’s Spiral Jetty (1969-70). Krauss proposal was: ‘ to name this historical rupture and the structural transformation of the cultural field that characterizes it, one must have recourse to another term ‘ (Krauss, 1979, p.41). Krauss coined the term expanded field. Effect on Researcher’s Conception on her Design and Education Practices: The researcher used Krauss’ expanded field to define the understanding of both the role of the Author (Barthes, 1977) and definitions of her practices as a painter, educator and designer. The definition was no longer bound by its methodology or materials of the properties it creates (in the case of art and design). This mental attitude allowed the researcher to move freely in a formless manner (Krauss and Bois, 1997) between all her practices and identities. In the researcher’s case it refers to a transdisciplinary approach. The researcher applied her pictorial thinking to both design and education. As an example, she no longer thought that painting has to be a system of meanings, where its function is to enunciate a message. Painting can be an experience where meaning is constructed and derived by the spectator. This operation is present in design when the user adapts/intervenes designed objects and in the case of education, when students have an active role in their construction/acquisition of knowledge. 3.3 Authoring, Working, Reading and Fragmented Knowledge - Barthes & Kristeva The ideology of the Author, the one that authorizes the meaning that can be consumed by the reader is one of the main principles of Postmodern theory. In Roland Barthes for example, 142 Professional Doctorate Portfolio  R the Author is the Work. Therefore, one is a painter because one paints, not otherwise. It is because of the existence of the act that the existence of the author is validated; ‘ the Author is thought to nourish the book...’ (Barthes, 1977, p.145). It also means that the researcher’s design practice is open and able to be re-written because its very nature is intertextual; making it temporal and visible only as a fragmented knowledge. Kristeva’s (1966) intertextuality is her definition of the multiple “traces” a Text (work) can have of other works, therefore, questioning the role of originality and the author itself in relationship with the reader. Effect on Researcher’s Conception on her Design Practice: The researcher changed into a more user centered design, sometimes participatory (open) and transdisciplinary one, as she tackled the issues of the monolithic Text and the ideology of the Author in the design practice. This re-framing allowed her to recognize the renegotiation of different types of knowledge between all the stakeholders in a design project. 3.4 Haptic Vision, the Questioning of Visual Supremacy - Deleuze In Francis Bacon:The Logic of Sensation (1981), Gill Deleuze discussed the supremacy of visual senses over the other four senses, especially the dichotomy of hand and the eye and the: ‘..subordination of the hand to the eye’ (Deleuze, 2002, p.124). The eye (optical) and the hand (the manual, as refer by Deleuze), are joined by a third way of gazing, where the hand and eyes are on equal value: ‘ the formation of a third eye, a haptic eye, a haptic vision of the eye, a new type of clarity. It is as if the duality between the tactile and the optical had been visually transcended in the direction of a haptic function that emerges from the diagram [construction of knowledge, in the case of Bacon by colour and it’s used of chromatic layering]’ (Deleuze, 2002, p.129). Effect on Researcher’s Conception on her Painting Practice: This insight at that time enabled the researcher to explore optical illusion in her pictorial work with full reference to medieval art and the construction of collective knowledge through the seeing of others, which included gesture. “Seeing is a way to obey?”, was a focal question of the researcher in the painting Enable Blue (2007), a corner ceiling three paintings install in a dimly light room that through colour and shape gave the illusion of a three-dimensional cube that rotate in space (fig.1). It rotated because the spectator activated it optically by they own movement in the room and the colour informed the spectator’s perception of that movement. In Barthenian terms the art work was finished by the reader. This painting experience moved the researcher to user centered and user experience methodologies in her design practice. 143 Fig. 1. At right, one of the paintings from the Enable Blue (2006), bottom right, video stills sequences, the illusion of movement activated by the spectator. 3.4.1 Situated Knowledge – Haraway From the Enable Blue painting experiences, the researcher redefined her approach to her RTRP research as an act of sharing of knowledge from the starting perspective of the local (Haraway’s situated knowledge concept, 1988). To recognize the situated knowledge is a way to resist the fixed and disembodied vision that brings totalization: ‘ Situated knowledge is about communities, not about isolated individuals. The only way to find a larger vision is to be somewhere in particular ‘ (Haraway, 1988, p. 590). Effect on Researcher’s Conception on her Painting Practice: The researcher started to distance herself from the traditional role of the Author by first collaborating with the specialist in wood conservationist, in the frame construction of her paintings Color (to Donna Summers), 2004, Pink (to Monroe), 2005 and Enable Blue (2007). The researcher was able to fully co-author in a transdiciplinary art project Painting for a Specific Floor (2008), in Chile, with architect Andrés Mignucci (fig.2). 3.4.2 Conclusions It was the researcher’s conclusion that the identity of the painter is a constant reconfiguration in its construction (its definition was not fixed in time any more, liberating it from the legacy of art historian Clement Greenberg’s postulation of the modernist painter). Who defines it, or who is the authority to define that identity was in immediate question, as a way to 144 Professional Doctorate Portfolio  R Fig.2. Painting for a Specific Floor (2008), art installation at Casa Poli, Chile. The cultural house was designed in 2005 by Architects Mauricio Pezo and Sofía von Ellrichshausen. The piece was finished by different readers, interacting in their own manner, some sleeping, others looking, resting or playing (Photo still from book Painting for a Specific Floor, Mignucci and O’Neill, 2009). deconstruct monolithic text. Greenberg promotes the autonomy of the practice, where all solutions have to come from the practice itself, including the methodology and material to be used, ‘ Each art, it turned out, had to perform this demonstration on its own account ‘ (Greenberg, 1960). The research tackling of the contemporary identity of the painter in a local context and how the act in her context called for a paradigm shift in her painting practice, from Greenberg’s so called ‘Art autonomy’ to Krauss’ expanded field. Just as in her painting practice, the expanded field approach is a part of the researcher’s philosophical system for both designing and researching. This allows her to use a rhizome (Deleuze and Guatari, 1987) model to reflect on her research’s initial question: Is there a resilience model used by designers under stressors? A rhizome model is different from a binary model, because it has different points of entries, with no hierarchical value, it rotates; therefore, there are no top/down or left/right dichotomies. ‘A rhizome ceaselessly establishes connections between semiotic chains, organizations of power, and circumstances relative to the arts, sciences, and social struggles’ (Deleuze and Guattari, 1987, p.7). So it was compatible to use it as a thinking framework concerning creative practitioners in chaotic events. A different perspective lays in the interconnection of each point of the rhizome. This was to avoid the ‘god trick’ (Haraway, 1988, p. 581) and achieved the access to situated knowledge: ‘ The knowing self is partial in all its guises, never finished, whole, simply there and original; it is always constructed and stitched together imperfectly, and therefore able to join with another, to see together without claiming to be another ‘ (Haraway, 1998, p.586). For example, the renegotiation of many different types of knowledge between designers and users during participatory design activities. 145 FOURTH PART: RTRP TOOLBOX AND POSTMODERN THEORIES Postmodern ideas, like Barthes’, allowed the researcher to reflect on her own contradictions about her initial choosing of research methods and plan to design the RTRP toolbox. As the researcher tackled the issues of the monolithic Text and the ideology of the Author she recognized the users’ role in the research of the RTRP toolbox itself. She became critical of her chosen methodology and the possible of her ‘authorness’. Therefore, the way the RTRP’s tools were researched and the toolbox designed changed to a participatory (open) and transdisciplinary one. Participatory Action Research and Participatory Design methodologies were used to design the first paper prototype that the RTRP toolbox was based on. In the Barthenian terms, the design of the paper prototype by users was done in an open manner (open Text), by collaboration and allowing at the same time, that future RTRP’s users could include they own tool into the toolbox. 4.1 The Active User – the Formless – Kraus, Bois and Bataille Approaching the understanding of meta-narratives on chaotic events brought the researcher to Krauss and Bois (1997) interpretation of French intellectual and literary figure George Bataille’s informe (1929). Here the researcher found a set of conceptual performative tools. In their Formless User Guide, Bataille, according to Krauss and Bois, was not concerned with the dichotomy relationship between form and content, but he focused consistently on ‘ the unverifiable of the non-hierarchized ‘ (Leiris M. cited in Bois and Krauss, 1997, p.18). Formless, as performative, ‘derives less from semantics than from the very act of their delivery ‘ (Bois and Krauss, 1997, p.18). Performative is used here as an art speech term, it is based on the belief that all identities are social constructs; therefore, one performs an identity. In the case of formless, it is the way to construct the identity of the artist by its own operation of doing art. Bataille’s informe is a philosophical term used in the contemporary arts to identify works that are disorganized textile arrangements, paper or material in a liquid or foam like viscosity, among other not contained or orderly forms. In design, the users (as Barthenian’s readers) are not passive actors in the mediated interchange of knowledge. Don Norman claim that ‘what people need, and what design must be provided, are signifiers’ (2008, p.19). Signifiers are the clues for the user to understand how to interact with an artifact or system, and for what purpose it was designed for. How these signifiers are constructed (or perform) could entail a type of cultural dirigisme (French word referring to strong influenced by the one in power in a coercive mode). The researcher understands that there is a need ‘ to consider the role of tasks on particular environments or contexts, forms of integration of work teams, individuals, artifacts and culture ‘ (Figueroa, 2007, p.73). Figueroa words echoes Bonsiepe emphasis on local design for local needs. It also 146 Professional Doctorate Portfolio  R echoes cross-cultural approaches to design practice. Therefore the RTRP toolbox as an artifact had to be designed understanding philosophically the presence of ill-structure domain that the user might be handling. The researcher found that formless theory was compatible in the way she was approaching design practice under chaotic events. So she explored the possibility of how these set of Bataille’s conceptual performative tools were inherent in her resilience thinking mindset. Bataille’s informe is based on questioning the traditional visual art postulations, which he identified as: 1. The visual supremacy over the other senses. 2. That art reveals itself in an instance. 3. The persistence of vertical gaze (The spectator’ corporal point of view). 4. The beginning and end of the visual piece (The persistent of the Alberti’s ‘window’, the invisible but dominant frame). The four corresponding Bataille’s principles to question the traditional art postulations are the following (according to the researcher understanding of the Bois and Krauss’ interpretation and how it relates to her arguments): 1. Base Materialism - This address the first postulation. ‘Matter cannot be reabsorbed by the image’ (Bois and Krauss, 1997, p.20) is the trumping of the supremacy of the visual over the other senses; to question that knowledge is acquired visually. It’s related to Haraway’s ‘god’s trick’. 2. Pulsation - This address the second postulation. ‘Endless beat that punctures the disembodied self-closure of pure visuality and incite an eruption of the carnal’ (Bois and Krauss, 1997, p.32) in reference to an organic beat, a visual rhythm that pushes in and out of the work of art recognizing that it must be finished by the spectator. As an example, the researcher painting Enable Blue (2007), where there’s no longer passive spectator because ‘... It is not merely an object, a painting but also a phenomenon - a subtle unexpected experience that only can be had if one is aware of the entirety of the space they are occupying ‘ (King, 2007, p.41). 3. Horizontality – This address the third and four postulations. ‘...the systems of spatial mapping […] the production of the lower-than-low’ (Bois and Krauss, 1997, p.252) consist in the verticality of the vision, in terms of the spectator when observing paintings on a wall, like the choreography used by painter Jackson Pollock in his emblematic vertigo paintings. Pollock’s work, the dripping paintings, achieved all entries area, which means the eye could enter the painting in any direction causing a vertigo feeling; specially, being a large scale, physically the eye could not “see” the end. It has an illusory physical perception that 147 moved the spectator in a horizontal position. As an example of the situated knowledge, the Foucault’s hetereotopia (1986) and borderless identities (queer, Judith Butler, 1990). 4. Entropy - This address all postulations.’..the constant and irreversible degradation of energy in every system, a degradation that leads to a continually increasing state of disorder and of non-differentiation within matter’ (Bois and Krauss, 1997, p.34). Entropy is not pure, it consist of messy hybridism and of crossing borders. Entropic operation are transgressive, they take over as an invasive action, as in Robert Smithson’s photos essay Hotel Palenque, Palenque, Mexico,1969. ‘As action decreases, the clarity of such surface-structures increases. This is evident in art when all representations of action pass into oblivion […] it seems that all information, and that includes anything that is visible, has its entropic side. Falseness, as an ultimate, is inextricably a part of entropy, and this falseness is devoid of moral implications..’ (Smithson, 1966). Entropic is the system’s left-over: like abandoned spaces in urban areas and graffiti. It is also a way to knock down the meta-narratives of the Hegemony of Writing (monolithic Text), this is a term describing language as phenomena of political power. Entropic in art has to do with construction of representation (the falseness in the act of categorization and labeling things) and the uncontrollable of the ineffable. For example, the deconstruction of the Spaniard’s cartography under the Americas’ colonization as ‘maps without territories’ (Baudrillard, 1994). Entropic operations are not necessary negative but are still chaotic. In literature, for example, entropy has been a rhetoric approach in the magical realism by Latino American Boom’s writes like García Marquez and Julio Cortazar. Consequences of Revised Research Practice for the RTRP: As she has done in her practice as painter/designer/teacher, the researcher has to resist the monolithic Text, in order for the RTRP to be empowerment tools. The RTRP have to be usable and at the same time easy to use in the local (spatially situated groupings) context of the design practitioner. The tools should be open to interpretation (situated) by the users; otherwise they would fall into cultural dirigisme. This is an imposition of rules on ways to handle adversities. That is to say that the research of designer’s resilience and the artifact that was later built (RTRP toolbox), are axiological (Archer, 1980) with a political nature in design praxis, and are open to the active interpretation through the user’s context of experience. In this way, the RTRP toolbox supports resilience decision making process by nourishing a sense of self and will in the user to continue because it builds confidence in achieving positive results. The sense of self gives an inner sense of control and focus direction in life. The RTRP toolbox could be philosophically interpreted as a formless Deleuzean and Guattari’s machine; an ‘ assemblage of heterogeneous entities ‘ (Chernaik, 1999, p.84). The RTRP’s tools dynamic reconfiguration by the user – the order they are used and the importance the user 148 Professional Doctorate Portfolio  R gives to a particular tool over another, it’s not fixed. This enables the RTRP toolbox to act as multiple thinking system mindsets. In Deleuzean’s terms: an abstract machine: ‘.. a dynamic system at the edge of chaos ‘ (Bell, 2006, p.10). Therefore, it allowed the users to adapt the tools and its order of using according the particularities of both user and their adversities. FIFTH PART: AN EXAMPLE OF THE RESEARCHER’S FORMLESS PRACTICE – BOOK DESIGN In order to illustrate the use of the RTRP’s tools operations and how it’s informed by the Postmodern and Art theories the following example is presented. This is a brief account of a book design production under a context where both client and researcher were under stressors. The researcher client’s project (2010), a Lebanese and Puerto Rican cookbook that compiled over 50 years of 100 family recipes, illustrates some of the above art theory formless operations in the researcher’s design practice (fig.3). Is also an example of the resilience design operation behind the creation of a “no wounds object” by using the RTRP toolbox. The cookbook’s design concept was to address metaphorically the current local social havoc issue without cultural dirigisme. The design project was done when the Puerto Rico government was dismantling emblematic cultural, educational and judicial institutions causing violent social protests and unrest. The client wanted to support local businesses and to strengthen communities. The client believed that despite the economical crisis the user could still sit down and eat with family members as a way to bond, while using healthy local products to prepare fast and easy dishes. The researcher established as art direction two of Bataille’s principles: Entropy and Base Material. This latest is in reference to the art direction’s aim that the cookbook’s reader achieves emphatic feeling based on their own memories of cooking and sharing food. This was done by the reader finishing the visual story that was inserted by parts throughout the cookbook. To accomplish this task a photo shooting was scheduled during a real family dinner instead of the standard clean isolated product shots. The photos narrated the sitting down on the table for lunch, the engagement of conversation and other dynamics during dinner time. All the previous preparation, like going to the market also was photographed. Backstage details, such as dirty dishes, the preparation of the dinner and leftovers, were shown in an emphasize manner (entropic characteristics). This is an example of the RTRP’s Anchored tool operation. The design was localized; it was articulated in the local cultural pattern of ways to construct stories as well to prepare meals. 149 Other RTRP’s tool, At Hand was used to addresses budget’s realities since, the client was restricted economically, therefore the cookbook could not have a photo by each recipe but it did have product shots that were carefully selected with the client, as well the how-to photo sequences in cookbook. During the lunch photo shooting, a thunderstorm came, and natural light was lost, also, water flooded the car driveway (it was a small house, the dinner room was near). It was out of the question to cancel the shooting session, so a call was made by the researcher to continue (At Hand again, and Fast Feet Play tool), there was no intention to hide the events of that day, but were used as part of the shooting session: i.e., photo of the client closing windows during dinner talk. The At Hand, Fast Feet Play and Anchored support the Entropy’s principle and Base Material’s aim that the art direction was based on. In other words, by the researcher using her solving problem skills with a positive self worth allowed the achieving of the design aim by detecting creative opportunities to articulate ways to tell a story in a cost effective manner despise the social chaotic context and unexpected adversities. The photos taken during lunch were not staged. All the objects in the photographs that was used were what the family had available. It helped to articulate the locality of the scene (At Hand and Anchored tools). Discussions about the photographer’s memories with his grandmother and references to the researcher own childhood was tapped in, as a way to intertextualize the project in a non-nostalgic form. It was emphasized in the book’s notes about the cultural artifact inside the house, from a mid modern poster to design furniture design by local designers. Researcher asked the client to write her own memories about the recipes, adding localization to the design layering. Using both, the Intertextuality and Publishing tools from the RTRP toolbox, before and afterward, it was all made explicit. This is what the researcher terms Liquid Design. Liquid is used in this paper as postmodern term use in formless art theorizing, it means: ‘ to complete the work of decomposition’ (Bois and Krauss, 1997, p.129). Again, the art work Hotel Palenque (1969) from artist Robert Smithson is an excellent example. The paradox of recording the erosion from the act of preparation of food than in itself is materials that sustain life. The photographs of the spilling of food over tablecloth and utensils, the chaos that is created in the process of cooking in the domesticity space and the dirty napkins, are examples of Liquid Design. They were made all public as part of a visual narration. Liquidity is near to the soil, because of its relationship to gravitational forces. Bois and Krauss make reference to Pollock walking over his dripping canvas, as choreography of transgression. The painter does not position himself vertical from the white canvas- he walks over it, staining at the same time. 150 Professional Doctorate Portfolio  R Fig. 3. Spreads of cookbook and details, Delicias Panchita, Rubberband, LLP client project, November 2010. Entropic photo shoots (dirty dishes, leftovers and dirty napkins). It is the researcher belief that innovation in the periphery comes from the entropy - what is left when the form (order) is taking away – and the situated knowledge it builds (the Anchored and the Intertextuality tools). Innovation in the periphery is not from the clean slate of the tabula rasa. This is the resilience operation behind the creation of the “no wounds object”, creating with what is At Hand, incorporating intertextuality, moving/thinking thought multiple pathways with Fast Feet, diversifying, being in a state of Rauxa/Seny, Anchored to one’s beliefs and realities, and finally going on Stealth Mode when required and knowing when to Publishing. The cookbook went into a second edition in less than a year. The design and the photographs have been highlighted in book reviews as very intelligible and evocative. 5.2 Final Conclusions This paper has focused on how the researcher’s painting practice influenced her research inquiry about resilience in design practice. Postmodern and Art theories, in the ongoing debate on painting practice, have allowed the researcher to expand her pictorial tacit knowledge to her design practice. These theories also: • Changed her way of researching in design lead research • Changed her way of designing • Built the philosophical frame work of the RTRP toolbox, an artifact to help think designers in tackling adverse events that caused them stressors • Promoted in her a transdiciplinary approach to her design thinking. 151 REFERENCES Archer, L. B. (1980). A View of the Nature of Design Research. “Design: Science: Method”. DRS (Design Research Society) Conference. J. A. Powell. Portsmouth, UK: 30-4 Bataille, G. (1929) “Formless” Documents 1, Paris, 1929, p. 382 In: Georges Bataille. Vision of Excess. Selected Writings, 1927-1939, (translated by Allan Stoekl with Carl R. Lovitt and Donald M. 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(Eds.), Cognition, education and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Strümpfer, D. J. W. (1990). Salutogenesis: A new paradigm. South African Journal of Psychology, 20(4), 264-276. The Science Registry Ltd (n/a) Professional Doctorates Explained. (Online) Available at: http://www. professionaldoctorates.com/explained.asp#4 [Accessed October 2, 2011] Voltaire, L. (2010) Perspectivas para el Nuevo Futuro de Haití. In Cumbre para la reconstrucción de Haití, Puerto Rico, April 16, 2010 Centro de Puerto Rico: Río Piedras Weiwei, A. (2008) Weiwei Ai: my feelings about being the art advisor of Bird’s Nest [Online] Available at: http://my.icxo.com/329315/viewspace-140079.html [Accessed 3 March 2009] Anon (2009) Beijing skyline rises faster, higher, stronger. AFP stories. [Online] Available at: http://www.breitbart.com/article.php?id=080806160337.r3mjl16d&show_article=1 [Accessed 6 March 2009] 153 NOTES Two examples of underground code (Lefebvre‘s Spaces of Representation). BREAKING THE COLONIAL MACHINE REPRESENTATION OF SPACE Lefebvre, 1991 Social Movement 1 VIOLENT REVOLT Argentina’s official World Cup 1978 2 poster, produced under Jorge Rafael Videla’s military dictatorship. The image ambivalence has eerie references to SPACES OF the abductions, which commonly UNDERGROUND REPRESENTATION happened out of the sudden, in the CODED Lefebvre, 1991 street in broad daylight. Note that near the stadium there was a famous This is a conceptual map of possible scenarios that is used as underground torturing centre. The the counterpart to the Colonial Machinery Map. The concepts researcher has not been able to identify Colonized Space, the Empowered Space and the Space of the author of the design. Power Knowledge are what Lefebvre (1991) identifies as Representation of Space. The latter is defined by him on how semiotically space is understood (the ideology and the various interplays of discourses on the social space). Brazilian conceptual art by Cildo Fanon proposed a violent rupture (#1) as the only way to Meireles, Projeto Cédula, 1970. Done break from the Colonial Machinery. A second (#2) choice under the Military Dictatorship might be as underground resistance, the Lefebvre’s second (1964–85). For the conceptual wok element in his triadic process logico-epistemological spaces of art, Meireles used the Brazilian (refer to 4.11The Bünd Dynamics in Supportive Document, Bank note to ask about the political assassination of an anti-regiment Vol.1, p.67). These are clandestine code used in a public journalist. Photo by format as a way of resistance. As an example, is the the researcher. RTRP IN THE COLONIAL MACHINERY MAP: 154 Professional Doctorate Portfolio FANON,1961, FREIRE, 1969, ILLICH, 1971, MEMMI, 1966  T IDENTITY ADUANA POLITICS QUEER THEORY HETEROTOPIA Butler, 1990 Foucault, 1986 EMPOWERED SPACE Designer as Citizen AUTHOR IS THE READER READER IS THE AUTHOR Locus of Sense of Self-Efficacy Control Coherence I can do it. I I control my I have a have a sense destiny personal of mission. compass CITIZENSHIP HISTORY EXPANDED FIELD Marshall, 1950 Krauss, 1979 TEXT Multiple Secular constructions of Rational knowledge and Self- expression values (World Values Survey, 2009) SITUATED KNOWLEDGE Haraway, 1988 155  conceptual art in Chile and Argentina in the 1970s. The RTRP Toolbox belongs to this second choice category. The map diagrams the RTRP intentions in promoting the designer as citizen. Therefore, the social space becomes open versus the colonizer space that is closed. History becomes multiple versus monolithic text. History becomes visible, because the designer is not outside of history; finally, aduana becomes the ever changing identity of the peripheral designer. These are not to be confused for a claim that using the RTRP will break the Colonial Machinery, it might be that only a violent social movement would achieve such a rupture in countries that still experience these political condition. Nevertheless, as the designer becomes more effective using resilience tactics in design practice in long-term adverse social conditions, which might bring seizure to the repressive social space. One choice of rupture does not necessarily eliminate the other. THE “NO WOUND” DESIGN AND THE NORMATIVE DESIGN OPERATION The researcher’s concept of a “no wound” design artefact is an artefact (or system) that does not show in its production, or configuration any indication of the adverse conditions of the peripheral designers or the context of the adversity it was created in. It also means that the way the design artefacts are 156 Professional Doctorate Portfolio  T constructed in its significance are very similar to the artefacts designed under normative design operations. The readers (user) might infer wrongly that its familiarity is because its contextual origins is the same as the recipient, since “is not possible for the existence of meanings outside of the conditions of their use” (Iñiguez, 2012). The “no wound” design artefact will have a contextual meaning concerning its familiarity, regardless whether its reading is true or false. The contextual meaning is the social process that the artefact was constructed through. NOTES German designer Gui Bonsiepe (1985), who’s professional life Designers might not be aware of normative operation in has taken place mostly in Latin their practices, since under Activity Theory, operations America, wrote on the concept are ‘lower-level units of activity’ adjustments done in a of peripheral design. He defines particular situation that can easily become routine processes’ peripheral design as industrial (Kaptelinin and Nardi, 2006, p.62). design from countries that have not solved their manufacture Normative design operations are taught in universities and infrastructure problems. These countries are chosen by the ‘at the center’ and have emigrated to peripheral design ‘center’ (as Bonsiepe coined them) curriculum. It is a standardized system of ways of multinational because they offer: constructing knowledge in design. Therefore, as an example, 1. Cheap labor. it is expected that increasing social mobility of a designer 2. No environmental regulation. practitioner is the result of a system of meritocracy. Under 3. Natural resources at low cost. sociopolitical conditions of repressions and corruption, this The researcher expanded Bonsiepe‘s system does not exist. Peripheral designers cannot depend concept to all designers working in on the merits of their work as a way to succeed without peripheral countries. 157  succumbing to political stressors. Another example of using the normative design operation is the planning and administration of a design project that does not take into account constant electricity shortage. These might sink many peripheral designers using the normative operation in their country and claim: “I can’t work this way!”.The normative design operation does erode away the local construction of knowledge because it not anchored in the situation of the peripheral designer. On the other hand, the peripheral design operation does NOTES not exclude design thinking, methods and techniques No-wound design from the ‘center’. The “no wound” artefact usually has the An example of “no-wound” design following characteristics on their process. The first three is this Professional Portfolio. During the production of it these were some are Intertextual: the cultural hybridism and merging them of the researcher’s circumstances: to local way of doing that are in itself dynamic; the uses top photo, broken pixels in monitor, of distinctive cultural references with the re branding of second monitor broke. The researcher’s traditions (this might also be classed as Diversification); and does not have funding for months the Publishing capacity to the global design community. in order to replace them. Second The last two are Anchored: sourcing the resources locally, be photo: abandoned house by owners, human or material (this might be also At Hand), this is done vandalism outside the researcher’ in order to build or strengthen the designer’s communities. house. She was forced to put up a fence. Third photo: broken infrastructure on researcher ‘s street, sewage’s pipes. It is difficult to identify examples of “no-wounds” design, Last photo: researcher always carries precisely because the final design does not embody any signs with her a small pepper spray for self of the adversity it was created under, to differentiate it from protection, due to home invasion and violence in the street. 158 Professional Doctorate Portfolio  T Top photo right: designs constructed under normative design operations. The Argentinian designer researcher was able to identify the concept, because she was interview (blurred face) by researcher (at able to know the circumstances of many designs, by being a center), 2009, Buenos witness, or have interviewed designers about it. Aires, Argentina. Also in photo, researcher’s studio designer. Photo As an example, the researcher interviewed an Argentinean by Arthur Asseo. with 14 years of graphic design practice who experienced Top screenshot left: Interviewer’s typeface the 2001 financial and social shut down in Argentina. His designs. typography products are the resilient result of this crisis. He has successfully been selling them to the international community. “...You can’t separate the person from what he designs. We design the way we cook, the way we cross the street [...] We have an instinct of surviving. Very often we fall, we fall, we fall, we come back, chaos, success, chaos, success“ (P., 2009). REFERENCES Bonsiepe, G (1985.) El diseño de la periferia : debates y experiencias México; Barcelona: Ediciones G. Gili Iñiguez, L. (2012). Base teórica y metodológica del análisis de discurso en la investigación social. In: Seminario, Facultad de Ciencias Sociales, RRP-UPR. 23-45 January 2012 Puerto Rico. Kaptelinin V., Nardi, B. (2006). Acting with Technology Activity Theory and Interaction Design. The MIT Press Cambridge, Massachusetts London England. Lefebvre, H. (1991). The Production of Space. Wiley-Blackwell, Oxford. 23-25. Marshall, T.H. (1950). Citizenship and Social Class and Other Essays. Cambridge: CUP. P.A. Research Interview [Interview] (Personal communication, 30 November 2009). 159  FIRST STAGE: EFFECTS ON RESEARCHER’S PRACTICE SUMMARY 1. The RTRP tools fitted under RESEARCH FIRST SECTION’S FINDINGS & CONCLUSION four patterns of resilience theory The Researcher was the subject of study, as part of a research definitions. based practice for a Professional Doctorate. The following 2. RTRP tool coincide with many conclusions were drawn from this first section: factors of thriving and resilience under the Resilience Theory. 3. Resilience Theory provided a • The researcher’s resilient behavior patterns were identified: way to evaluate effectiveness of the i. In what context the RTRP tools were used. RTRP tools. ii. How the RTRP tools were used. 4. According to the American iii. How dynamically the relationship between RTRP tools Psychological Association, resilience change (adaptability in real time). can be learned. 5. The RTRP tools were used the • The researcher transdiciplinary practices (painting, same way by the researcher for education and design) and the researcher postmodern seven months. 6. The tools revealed a dynamic background has allowed her to transfer and negotiated her interrelationship hierarchical order different knowledge. (order of importance) that related to decision-making and the sequential • The contextual inquiry identified that in social-political decisions under adverse events. context that bred long adverse events have psychological 7. In the case of the researcher, effect on self-efficacy. That is, the capacity of an individual to Rauxa/Seny tool was the main perceive the liberty to control his or her life. driver (Stamina, Strumpfer, 1990 and Personal Causation, De Charms, 1998), followed by importance the • Research methodology is not ideologically free. Research Anchored tool (Sense of Coherence, methodology needs to be coherent with the historical Antonovsky, 1979 ) that work as a context where the research is taking place in order to avoid focus tool. disruptive action on the researcher and the research itself. 160 Professional Doctorate Portfolio  R 8. A new tool was detected, Script tool, that works as a cool off tool to prevent burnout. 9. In the research’s context, Publish is a decolonized tool, which is also true for the Intertextuality tool. 10. The RTRP is axiological. 11. All interviewees (from Argentina and Puerto Rico) recognized the RTRP tools. The research methods chosen, AR & RP, drove the researcher 12. The RTRP Toolbox can be used as a to succumb in a research directed to teach resilience to design solution. 13. Resilience and way of applying it designers under adversity. to the design practices is a common tactic used in peripheral designs. • The importance of the relationship with others 14. The existence of “no wound” (Intertextuality, Anchored and Publish tool) in resilient design artefacts or system done by behaviour is an essential ingredient to thrive under extreme peripheral designers. and long adverse events that were caused by the stressors. 15. The RTRP became a toolbox, with four sets of tools. 16. Colonial status of a country kills the spirits of empowerment of their citizens and the thriving factors diminish. Damage is on the individual’s Locus of Control (Rotter, 1966). 17. The RTRP gave the researcher opportunities to thrive under long and extreme adverse context. 18. The RP and AR methodology became ineffective in a colonial (long and extreme adverse situation) context due to their political dissonance. 19. Political instability is a stressor to the peripheral designer. 20. There is a normative design operation that has the Hegemony of Writing factors. 161 162 Professional Doctorate Portfolio SECOND STAGE OF RESEARCH OPEN TRANSDISCIPLINARY September 2010 to March 2012 THE RTRP DESIGN MODEL AND THE TOOLBOX WERE THE SUBJECT OF OPEN TRANSDISCIPLINARY AND PARTICIPATORY RESEARCH BASED PRACTICE FOR A PROFESSIONAL DOCTORATE. 163  SHIFT IN METHOD In the second stage of the research, a methodology capable of building resilience in the researcher was chosen: Systematization of Experience. This section describes the empowerment methodology adapted by the researcher to be design relevant which consisted on a Systematization of Experience workshop that included Participatory Design and Fal Borda’s Participatory Action Research (1977). This methodology allowed the user to further apply the RTRP’s tools. This section also includes documentation of the creation of the first working prototype, initial testing and further user test in a second prototype comparison with IDEO’s Design for Social Impact. A three peer reviews events where the research was presented to professional communities is the final entry in this Portfolio of Evidence. The professional communities are Educators, Architects and Psychologists. 4 QUICK REFERENCE Refer to Section 4, Second Stage: Research Methodology, in the Supportive Document, p.48. 164 Professional Doctorate Portfolio  R 165  PHOTOS: SYSTEMATIZATION WORKSHOP By building a decolonized framework with Postmodern and Postcolonial theories, the researcher was able to detect the Latin American Systematization research methodology, which is based in a political participatory and empowerment 5 methodology from the Social Sciences. QUICK REFERENCE Refer to Section 5, Systematization The intentions of the Systematization Schools of Thought Workshop, in the Supportive since the beginning were political, as a response to political Document, p.72. empowerment by the educational practice and presently promoted by many institutions, like: Consejo de Educación de Adultos de América Latina (CEAAL, ceaal.org); Centro de NOTES Estudios del Tercer Mundo, in Mexico, (CEESTEM); Centro de Additional documentation DVD for video documentation. Full Estudios de la Educación (CIDE), Facultad Latinoamericana video’s audio transcript available de Ciencias Sociales (FLACSO, flacso.org), Red ALFORJA in the appendix section of this (Centroamérica, redalforja.net) and Centro Latinoamericano Portfolio of Evidence document. de Trabajo Social, in Perú, (CELATS, http://www. universidadperu.com/empresas/centro-latinoamericano-de- Acknowledgments trabajo-social.php). All Systematization photos and video camera: Carlos Severino, student intern, University of Puerto Rico, The researcher chose Beta Local (betalocal.org), a non-profit and Programa de Asistencia al Artista post-academic study and artistic production program (PROA, Artist’s Assistance Program), that started in January of 2010. The researcher had the of the Museum of Art of Puerto Rico. DVD editor: Tessie O’Neill collaboration of Architect Andrés Mignucci, as a English subtitles: Regina Bultrón supportive Systematization guide, while she was the Bengoa. main responsible guide. Video processing: Cecilia Deantoni 166 Professional Doctorate Portfolio  R A preliminary lecture was given by the researcher to provide orientation about the workshop, 14 days before it happened (February, 2011). The idea was to answer questions and coordinate schedule, giving time to the potential participants to organize their routine. Questions were answered concerning resilience theory, the doctoral program, the thesis of the research, among others. After the Systematization Workshop, the researchers’s design studio developed the first working prototype based on the participant’s paper prototype. Top photo: researcher explaining the “no- wound” design concept to potential participants (February 18, 2011). Photo by Tony Cruz. 167  CALL FOR PARTICIPATION Screenshot of workshop’s call in Beta Local’s website, in their educational forum (http://lopublico. betalocal.org/) and Facebook. 168 Professional Doctorate Portfolio  R At top: Consent form and at bottom, the first day of the workshop. 169  [Tuesday 15] Presentation of research, central ideas - doctoral map (refer to Appendix section for Doctoral Map in this Portfolio, p.240) FOrMLESS A set of performative operations in the art practice that tackles the traditional and hegemonic art postulations. Based of Bataille’s informe (1985) and explored by Krauss and Bois (1997). 2011© María de Mater O’Neill CITIZENSHIP Marshall’s (1950) definition are divided in 3: civil, the right of liberty of expression, to associate, to believe, to owned property and be judge by the law. Political – the right to be elected for public office and to vote. Social – economical security and life qualitative. 2011© María de Mater O’Neill Bünd At top: Digital map and at the bottom, sample of glossary cards about Social Science, Sociological concept used by Hetherington (1998) concerning the temporal social grouping by affectual Postmodernism and choice with constant individuals reflexivity. Postcolonial main concepts that informed 2011© María de Mater O’Neill the research. 170 Professional Doctorate Portfolio  R [Wednesday 16] Introduction to the tools of ‘Real-Time Response Planning’ (RTRP) and explanation of the research methods. Stamina Resilience Theory Is the capacity for insightfulness and endurance. (Strumpfer, 1990, p.70) Applied to: Philosophical Tools 2011© María de Mater O’Neill At the top, the resilience theory concepts in Rauxa/SenY PHILOSOPHICAL (Polk 1997) relationship with the tools, which were given at the 2nd day of the Balance an equilibrium between keen intuition and knowledge of craft (rauxa/seny, Catalan words meaning madness / workshop. At bottom common sense), both connected to mentorship. right: Sample of glossary Type: “Individual’s world-view or life paradigm, belief that cards: Hotel Excelsior positive meaning can be found in all experiences, the belief typography was used for that self-development is important, the belief that life is purposeful.” the title, as an example Properties: Stamina and Personal Causation to the participants of a resilient project. 2011© María de Mater O’Neill 171  PARTICIPATORY ACTION RESEARCH (USING AND EVALUATING THE TOOLBOX) [Thursday 17] First step: Design Planning, which consisted in all the participants’ agreement on the purpose and how the group will proceed. The main Systematization question was: How to design an artefact that displays strategies to address problems quickly in a tough, elastic, flexible, with resilience and the ability to adapt? 172 Professional Doctorate Portfolio  R [Saturday 19] Second step: The creation of timeline which involved the database recording of the RTRP toolbox as a validation inquiry. Participants have been recording for a 48 hour period. [Monday 21] Third step: Synthesize lessons, participants were asked to focus on the application of the toolbox in their practice and to reflect on how it can contribute to it in order to communicate this new knowledge to others. 173 The following is the summary of Systematization’s timeline: Participant Adversity Tools Type Used for Patterns of Level of competency resilience (economic, emotional & definitions practice) 1.Art Director, Ad Completing 3 Rauxa/Seny Philosophical Negotiating World-view (3) Resilience – Agency (mid late 40s) conflicting task - Script Dispositional time Self-worth Emotional and Practice one is personal Publishing Dispositional Self-worth (4) Thrive - Practice (economic) Intertextuality Relational Roles in society (personal) 3.Fashion Designer, store Use another as Rauxa/Seny Philosophical Script is World-view (4) Thrive – Emotional owner (mid late 30s) author Publishing Dispositional informed by Self-worth (3) Resilience – Practice Script Dispositional Anchored Self-worth Anchored Dispositional Self-worth Fast Feet Situational Problem solving At Hand Situational Problem solving 4.Psychologist, Time and space Rauxa/Seny Philosophical Reflexivity World-view (3) Resilience – specialising in behaviour to do Literature Script Dispositional Self-worth Emotional and Practice and technology (mid Review go back 50s) to research (political) (economic) 6.Design Activist, Decision about Rauxa/Seny Philosophical Reflexivity World-view (3) Resilience – grass-root organization organization ‘s Publishing Dispositional Self-worth Emotional and Practice director (mid late 50s) future Intertextuality Relational Roles in society (political) Stealth Mode Situational Problem solving 7.Industrial Design Completing Rauxa/Seny Philosophical Make plan World-view (3) Resilience – Practice student, undergraduate, 4 task – 3 At Hand Situational with real Problem solving (2) Survive – freelancing (mid late 20s) with limited Fast Feet Situational budget in Problem solving Emotional resources. Stealth Mode Situational order to focus Problem solving (1) Succumb – Economic (economic) Diversification Situational Problem solving Publishing Dispositional Self-worth Script Dispositional Self-worth Anchored Dispositional Self-worth 8.Artist, Graphic and Completing Rauxa/Seny Philosophical Make World-view (4) Thrive – Practice, multimedia designer 3 task. All Fast Feet Situational effective Problem solving Emotional and Economic (mid late 20s) new business Diversification Situational decisions; Problem solving (3) Resilience – Practice opportunity. Stealth Mode Situational organizes Problem solving (3) Resilience – Practice (economic) Publishimg Dispositional time; Self-worth Script Dispositional pro active Self-worth Anchored Dispositional Self-worth 9.Urban planner, New jobs and Rauxa/Seny Philosophical Make World-view (4) Thrive – Practice* recent came back from lack of resources Diversification Situational adjustment Problem solving (3) Resilience – Practice Barcelona (mid late 30s) (economic) Fast Feet Situational fast Problem solving (personal) At Hand Situational Problem solving Publishimg Dispositional Self-worth 2.Recent Postgraduate 3 task , one Rauxa/Seny Philosophical Make plan World-view (4) Thrive – Emotional and Experience Design, just personal, 2 Intertextuality Relational with real Roles in society Economic lay-off, freelancing (mid looking for jobs Fast Feet Situational budget in Problem solving (4) Thrive – Emotional and 20s) (economical) At Hand Situational order to focus Problem solving Economic (4) Thrive – Practice (3) Resilience – Practice Table 1. Summary of Systematization’s timeline 174 Professional Doctorate Portfolio  R The following is a simple tabulation of the RTRP tools used by the participants in a 48 hours period: Tool Total Rauxa/Seny (P) 8 Publishing (D) 6 Script (D) 5 Fast Feet (S) 5 At Hand (S) 4 Intertextuality (R) 3 Anchored (D) 3 Stealth Mode (S) 3 Diversification (S) 3 Table 2. Simple tabulation: Systematization workshop Participant Benefit of the Error* Recommendation New ideas New Knowledge tools (RP) for the toolbox (RP) 1.Art Director, Ad Lower the stress. Game changer tool Be more practical Faster solutions to the same Agency (mid late 40s) to recognized when the problems situation change in a positive manner 3.Fashion Designer, It helped me to The tools repeat but not in Start with one tool. Rauxa/Seny and Anchored I feel store owner (mid late make decisions. the same order. When I define the Wicked they are related. 30s) problem, I can identify the tool to use. 4.Psychologist, I did something. Work Friday in the specialising in behaviour (finally start) Project’s office. and technology (mid 50s) 6.Design Activist, See yourself Forget the ‘Form follows function’ Think about the process. Generate grass-root organization more objectively. purpose of Procedure to focus with the self-awareness and simplified director (mid late 50s) what one is purpose. analysis. doing. 7.Industrial Design I kept the plan, With time What to do when the Toolbox for therapy student, undergraduate, was able to I lose Script tool fail? freelancing (mid late handled different information. 20s) issues in different practices. 8.Artist, Graphic and I am not alone. Drama queen, Interlocutor is important. Enjoy everything multimedia designer To give. stress 24/7 Have Faith (mid late 20s) And relax! 9.Urban planner, Learn, exchange, Not been able Be humbled, be patience* How to negotiated and recognized recent came back from stimulus. to say “no”. (RP) that the situation for everyone is Barcelona (mid late 30s) Need tool to stay very bad. grounded=focus 2.Recent Postgraduate Deal with each Lose Faith and Simplified. Create Know my actions and analysed Experience Design, just problem and find self-confident. different platform to them in words. Measure my abilities laid-off, freelancing a solution for develop and communicate and action taken. (mid 20s) each of them. the toolbox Table 3. Systematization’s Reflective Practice entries. *Error: this was misinterpreted by the participants, they thought it refered to their “errors” using the tools, instead it was intended in errors in the researcher’s articulations of the toolbox. 175  PARTICIPATORY DESIGN [Tuesday 22] Fourth step: Participants deciding new design methods for the paper prototype. [Wednesday 23] Fourth step: Brainstorming session using IDEO’s technique. 176 Professional Doctorate Portfolio  R At top: Prototype’s raw sketch. 177  [Thursday 24] Fourth step: Production of the paper prototype and presentation to the researcher. Right top: Initial tools colored sets. Right bottom: Quick Choosing System, that later became the Free Choosing System (top left photo). 178 Professional Doctorate Portfolio  R At top, group’s discussion of paper prototype. At bottom, tools in order of importance version (later became the Netting System shown the photo above left). 179  PAPER PROTOTYPE Right: The toolbox initially opens with the version of the tools that can be attached to each other (that later the Netting System), in order to build the user‘s own order of importance. At top: The Netting System (First Working prototype). At the cards’ backside the tools’ description can be found. They are all inserted in pockets. 180 Professional Doctorate Portfolio  R Each tool has an icon to identify it, as well as a color according to the resilient pattern it belongs to responds. The paper prototype has a book format. This was adapted to a binding format, in order to allow the user to change the order of the pages or just take out the system and incorporate it in their own project binders. 181 They repeated in order for the user to combine them quickly. Two slots were left blank for the user to include their own pair of tools. In the final toolbox, only one slot was left blank to save cost. 182 Professional Doctorate Portfolio  R At top, digital mock-up of the inside cover of the working prototype booklet (at left, the tools’ topology map). Participant’s tools topology map with researcher’s notes, to be included in the toolbox. 183 The following is the summary of Systematization achievement, difficulties and unexpected results: Components Activities Main achievement Difficulties faced Unexpected results (a) Participants • Getting an agreement • People who • Short time in addressing complex • Participants enjoyed it. involvement and on the project’s idea participated in conceptual ideas; not all actors engagement and understanding the previous workshops handled theory or liked it. research’s nature. agreed on the idea and got involved in the project. • The toolbox was strengthened by participants ideas and suggestions. • The design of the communication strategy was effective. • It worked as a decolonized method. (b) Supporting RTRP’s • Organizing PAR • The design of the • The researcher wasn't clear in the • RP’s annotation became a plus model. register of experience writing of the timeline cell that the in the inquiry, as added value. It was effective, as the positive properties, errors, and new evidenced that RTRP provokes participants enjoyed it knowledge were referring to the reflection and the process wasn’t toolbox, and many participant entries • The toolbox was used as a strategy intrusive. were RP entries. to make a plan and prioritize goals. • The formless properties of the tools operations could easily go with personal activities not necessary attached to practice. • The deconstruction of political, ideological and theoretical values of the practice’s context, were hard to extract in a concrete synthesis. (c) Key actions in • Organizing PD • They assume • Transferring participants tacit • The shift to assume responsibility participants outputting responsibility for the knowledge to concrete design ideas did happen but it depended on the as designers citizens toolbox. for the RTRP toolbox. guide willingness to transmit that the author was dead. Table 4. Summary of RTRP Systematization achievements, difficulties and unexpected results. 184 Professional Doctorate Portfolio  R 185  DEVELOPMENT OF FIRST WORKING PROTOTYPE A Working Prototype was created based on the Systematization Workshop’s brief (participants and researcher’s findings), in order to test it with the first end- users (a newspaper’s Creative and Production Director and a film Director) in a working environment to make the necessary adjustments for a second prototype. These user’s observations allowed a new review in the editing of the text by a reading comprehension educator, so it could be 6 more effective when teaching resilience to the user and to QUICK REFERENCE Refer to Section 6, User Testing, strengthen the educational objectives of empowerment. Prototype, Comparison & Peer Review in the Supportive Document, p.100. The following is the brief for the first version of the Working Prototype: • Short Introduction • Instructions (a small booklet included for guidance) • Three versions, three ways to use: 1. Free Choosing System (supported by map topology and glossary) 2. Order of importance construction for Reflection on Action (Netting System) 3. RTRP toolbox pocket version • One blank card for users to insert their own tool in each system. Top screen photo: • The use of Hotel Excelsior typography Designer/artist Nora Maité Nieves discussing prototype with researcher in Skype meeting. April 7, 2011. 186 Professional Doctorate Portfolio  R QUICK REVISION FOR TOOLS IN NETTING SYSTEM QUICK REVISION FOR TOOLS LAYOUT. ADJUSTMENT AFTER FIRST USER TESTING FINDINGS In the second working prototype illustration of use and clear labeling was added to improve affordances based on the Creative and Production Director report. The user tested the first working prototype for two weeks: ‘Quick annotations when I can identify the tools and use them as / would use / see them. Fast Feet Play: having to design something that a client had asked, that frankly, was cheap and vulgar. I have frustration in this situation in which this piece is generated. It has to be done in three days and knowing the client’s history from previous work (lateness in delivery of materials, last minute changes and whining). All of which falls into concepts of bricolage by social grouping and power, heterotopia, the project could be ideal but becomes a wicked problem because of the client’s behavior. 187  Publishing: I use Publishing all the time. In the work situation there is much power play. Don’t know exactly the reasons why, maybe because the company is too big, ...if the roles are not entirely clear, if there are those who want more than others. It is for me an essential everyday tool. For me is to show what I am doing in design, but in other areas also (budget and priorities in group management). Also is a way to pass the ball to another team, when publishing by via email to another colleague (make him or her responsible) as part of the chain of production and is documented. It is not so much for my protection, as stated in the description [Publishing’s definition, note by researcher], but in my case, is to make others responsible in a public manner. Rauxa/Seny: This one I also use a lot, when I make pieces and look, when I evaluate other designer’s pieces, I use it when thinking about the end-user. Of course, for me here, the main issue for me is more than doing design that often serves for marketing purposes or other functions, has the input of too many people at time, each one with its own rauxa, which comes to explain how design decisions are. This is difficult to surpass sometimes within my work, when the piece has a marketing purpose or a new platform, and we don’t know really what will be the user’s reaction. Each stakeholder has its own rauxa and they not always make the best design’s decisions. Many times these decisions are based on taste and aesthetics. It is often an uphill struggle for me to 188 Professional Doctorate Portfolio  R explain to people the difference when they have no visual background. Rauxa is also the sense of things, that gives you the basis. If rauxa is missing (which each stakeholder, in their own way defends), things would not have value, would not have weight. I also use consistently: Stealth [Mode] Diversification, At Hand, in addition to Publishing and Fast Feet Play. Did not use it that much: Anchored and Script (more than to comply with a production’s calendar, there is no Script usage). Does Script also apply to my role? As I handled the “script”? If it is used as “follow the script”, but it is not to bring last moment’s solutions. Diversification is more of a marketing concept, I think of possibilities in my practice, but not as a design tool, maybe more in my personal life. This comments are actually in my role as a designer / administrator / production management’ (R., 2011). She reported that she only uses the Free Choosing System. This means that modifications have to be made in order to clarify to the user the three systems. She also confirmed the familiarity of the tools. R., C., 2011. Re: Notes [personal communication] [personal communication] Message to MDM O’Neill (mmo@rubberbandpr.com). Sent Wednesday 1 June 2011, 11:28 PM. 189 At top right, a digital O’NEILL equipped the resilient designer mock-up. The RTRP Nine tools for the road to TOOLBOX was renamed to Bounce UN & Design. BO The Bounce & Design Toolbox helps design practitioners to be C radically resilient in extremely challenging work environments. & It promotes designers to E empower themselves with the BouncE & DEsign capacity to develop design opportunities, despite adverse conditions and to bounce forward in real-time coping strategies. N D E SI G Innovation Innovation opportunities opportunities in your in your design design practice, practice, are waiting are waiting for you! for you! Includes threethree versions of the toolbox: A folding TOOLBOX Includes versions of the toolbox: A folding system for afor system quick choosing; a quick oneone choosing; system systemofof attaching attaching cardscards forvisualization for easy easy visualization and aversion to and a pocket pocket version take for thetoroad. take for the road. How How to to beat beat adversity adversity when when designing designing in in the the midst midst of of chaos, chaos, without without loosing loosing your your soul soul or or sanity sanity At right, digital mock-up of the inside cover of the booklet. The Bounce & Design toolbox includes a set of instructions about how to use the tools with the three systems. A colloquial copy was done for the toolbox. At right, a digital mock-up of the introduction spread. At right, spreads of digital mock-up of the tools’ benefits and glossary of terms. 190 Professional Doctorate Portfolio  R Top: Order of importance version card’s pockets were eliminated and the design was changed for cost effectiveness in the production. Also, the order of appearance has changed according to the reading comprehension of educator practitioner’s suggestions. User has to cut small slots in order to attach the cards, this promotes playfulness and lower costs production. Bottom: Free Choosing System detail, where the user can write hers/his own tool. 191 When using the pocket version, the user cuts the fan folding design format. This promotes playfulness and lower costs production. 192 Professional Doctorate Portfolio  R The binder’s box, as well as the binder itself, are both made of recycled materials. 193  RESILIENCE TOOLBOX IN USE #3 FILM DIRECTOR CASE STUDY (2011) The researcher’s design studio works with small and midsize clients that are overworked and struggling to continue with their practice. Some of them have limited resources, others fight unethical colleagues. The film director hired the researcher’s design studio to design a website for her production company. After research, it was determined that what she needed was a Publishing tool created to work with what she had At Hand. Especially then, when her movie was taken out of the Academy of Motion Picture Arts and Sciences Awards 2011 competition, because the Academy decided that Puerto Rico could not compete in the foreign category anymore. This was a setback, because her film, made in Spanish, will have had to compete in the national 194 Professional Doctorate Portfolio  P category where movies are in English. This in turn, forced her to withdraw the movie, therefore, affecting possible distribution assets. This happened when she was producing other projects, working as a full time university educator, constantly traveling to film festivals, and raising production funds. It was definitely not sustainable, for her to spend her already limited resources on web maintenance. RTRP TOOLS AS DESIGN SOLUTION The design studio proposed a blog on a social network handled by a dashboard platform designed for her to be used quickly and on the move (Fast Feet Play) by her smartphone. It was suggested to her to buy a tablet, and the site’s dashboard was adapted to it. A system of other free and cost effective services from different social networking media were designed and adapted to fit her needs. They were all operated from the dashboard (a web application) and fed her page in real time. It also included real time video streaming in order to maximize her participation on conferences and live feed her video studies of her subject when doing At top, detail of film projects. Paraphrasing information designer from UCLA, director’s process Ramesh Srinivasan, this project solution approach was the book. On the previous page, the film director attaching layers of systems without eroding the local way doing subject studies to construct knowledge. Contextualizing the client and (researcher’s shadowing applying the RTRP tools, assisted to empower her and to use activity photo). her resources in a more effective way. 195 OTHER’S VIEWPOINTS Designer’s role It can be said that the activities of the researcher and her creative team with the film director could be framed under some of the proposed 7 roles on service CLIENT’S PROCESS BOOK AS A PUBLISHING TOOL design projects. These roles occur when As is commonly practiced in the researcher’s studio, a process designers are interacting outside the book is used to explain to the clients, the research and normative of the practice: facilitator, design proposals, and to document the process, which might researcher, co-creator, communicator, strategist, capability builder and include doubts, errors, and reflections, until the project is entrepreneur. (Tan, 2009, cited in Yee, finished. This by itself is a Publishing tool that promotes Tan and Meredith, 2009:2) better communication with clients, stops the power struggle over design decisions and promotes client collaboration. ‘It Generative tools has been beautiful to also see you guys’ process’, the film The researcher’s design studio process director commented on her approval email of the design book is a Generative tool. This term proposal (F., 2011). is defined as ‘the creation of a shared design language that designers/ researchers and the stakeholders use to FILM DIRECTOR AS A RTRP USER communicate visually and directly with The film director was a user testing the RTRP toolbox’s first each other.’ (Sanders, 2007) prototype. The testing was for two weeks in April, 2011, where the toolbox was given to her without explanation on RESILIENT how to use it. 1. Design solution for the client’s “This landed in a good moment [the At Hand tool] control of her content, using what she has available and produced in a because I am in a transitional personal moment, I closed way she constructs knowledge (Fast the office and I’m working from home...still organizing Feet Play, Publishing, Anchored and things, so it came in a good moment, like, ‘hey, you did At Hand tools). the right thing!, Trust yourself, you will be Okay’. I will 2. Process book as a communication have more time as an artist, I will not spend so much time piece for shared reflection (Publish with clerical work. So this has the added value that it tool). [the RTRP Toolbox] arrived in the perfect moment. But 3. Submission paper about client nevertheless, which ever moment they arrived at, no case study to Argentina’s FADU event and Puerto Rico’s E-zine matter what moment it is, one will find different readings (Publishing and Diversification in it.” (F., 2011) tools). 196 Professional Doctorate Portfolio  P NOTES Argentinean Colleagues’ Viewpoints A short paper of the RTRP Model and film director case study was sent to the School of Urbanism, Architecture and Design of the University of Buenos Aires (FADU). This is the use of Publish and Diversification tools as a strategy to test concepts with design peers and include the results in REFERENCES F., S., (2011). Review of her experience with the Toolbox [personal communication] 1 May the Professional Doctorate Portfolio. 2011. Also, is it the aim to create conditions for the use of the Intextuality tool. A F., S., (2011). Re: Libro proceso. [personal communication] Message to MDM O’Neill (mmo@rubberbandpr.com). Sent Monday 18 October 2011, 9:24 PM. long version that included the RTRP model was published on e-journal 80 Pasin, M., (2011). Re: jornadas CEPRODIDE 2011. [personal communication] Message to grados (http://www.80grados.net/ MDM O’Neill (mmo@rubberbandpr.com). Sent Thursday 17 November 2011, 10:05 PM. planificacion-defensiva-en-tiempo- real//). Sanders, E., Chan P. (2007). Emerging Trends in Design Research - poster 1 (online) http:// www.maketools.com/articles-papers/EmergingTrends1_Sanders_Chan_07.pdf [Accessed 20 November 2010]. The researcher was invited by fellow professor and industrial designer Srinivasan, R. (2011). Empowering Culture and Context. Civic Media Thursday Lunch Beatriz Galán to submit ideas for the Series. MIT Media Lab [video] Available at: http://techtv.mit.edu/videos/14838-ramesh- srinivasan-empowering-culture-and-context [Accessed 28 October 2011]. Working Round Tables Project, Design and Research under the theme of Yee, J., Tan, L., Meredith, P. (2009). The emergent roles of a designer in the Innovation, concerning the creation development of an e-learning service. In: DeThinking Service Rethinking Design. First Nordic Conference on Service Design and Service Innovation, Oslo 24th – 26th November 2009. Oslo: of a Center of Project, Design and The Oslo School of Architecture and Design Development (November 14, 2011). Professor, industrial designer and event coordinator Malena Pasin responded to the researcher’s submission: ‘Very interesting your speech [...] Your approach relates to three other researchers’ topic, which could form a future joint theme, all linked to the design process. One of the papers is from Arq. Diana R .Barros (disruptive pedagogy) and two are in fact mine, chaos on pedagogy and its application to the teaching of design; and the other one is about tacit, explicit and strategic knowledge, for the learning of projective skills’ (Pasin, 2011). 197  RESILIENCE TOOLBOX IN USE #4 DOCTOR’S OFFICE CASE STUDY (2011) The researcher’s design studio was hired to do a contextual research aim at identifying communication applications to improve health information among all the stakeholders. The doctors did not want to use ads because they thought they presented health services as a business commodity, but they recognized a need to communicate to other doctors and patients about the new treatments. The clients were also disturbed by some of their colleagues’ unethical practices to acquire new patients. The researcher’s design studio proposed an inquiry in order to explore perceptions of health and service issues among patients, their doctors, client’s employees and themselves as designers. It was proposed as a way to identify venues to reach out to the communities, and the design studio recognized the axiological framework. The 198 Professional Doctorate Portfolio  P context: There is no free health insurance in Puerto Rico and the state health insurance is bankrupt and unreliable. Previous private health insurances that act as mediator of the state health insurance have corrupt practices that have left many doctors with unpaid bills (previous private health insurances were raided by the Federal Bureau of Investigation). The clients had concerns with the economical effect of health issues. TOOLS AMONG YOUNG DESIGNERS The young designers’ responsibilities were to assist on the contextual research, do the actual fieldwork and participate in the space solution. Both were candidates for an undergraduate degree in design and have used the RTRP toolbox. One of them participated in the Systematization Workshop for the testing and design of a paper prototype of the toolbox (Second stage of research, February, 2011). It is common for the designers working at the researcher’s design studio to use the tool names as a way to: 1) explain a situation and 2) describe the action in a situation. In a verbal description of a Day in a Life activity with a subject, On the previous page, one of the assistant designers described his subject of study young designer doing doing multiple tackling of roles as: ”she has to do Fast Feet, subject study at client’s office. Photo by Diversification and At Hand.” (M., 2011) the researcher. 199 OTHER VIEWPOINTS Cognitive Schema The way the designer used the RTRP in the case study sample can be also The designer recognized a tacit system that was in place in explained by the Cognitive Schema order to accommodate needs that the official working flow Theory. This is British psychologist did not provide. The designer has assimilated the RTRP Frederick Bartlett’s theory that tools and used them in another way that they were intended defines a dynamic and organized set to be used (he diversified them). Both the designer’s use of behavior as a ‘masses of organized of the tools, and his subject of study’s behaviors at work knowledge’. (Bartlett,1943, cited in can be framed under ‘situated action’ that Suchman (1990): Barber, 2003, p.133) This refers to the ‘contrasted with traditional notions of planning. In other constant reconfiguration of the case study designer’s behavior brought by words, the intentionality for the action is not something that past learned resourcefulness during a is predetermined but something that arises from working’ working task with the RTRP toolbox. (Baber, 2003, p.62). The designer’s use of the toolbox showed the cognitive nature of the tools and how it was used by him Schema Model as ‘objects to think with’ (Levi-Strauss, 1966, cited in Baber, Norman and Shallice proposed a 2003, p.86). schema model that consisted of two parts. 1) Horizontal structure It answered question from the Systematization Workshop: (Supervisory Attentional System) which is the automatic or unconscious Are the tools used always in the same way, or do they sequence behavior (that the user is mutate? (refer to Section 5. Systematization Workshop not aware of doing, like breathing in Supportive Document, p.72). The tools are a cultural and walking). 2) Vertical structure product that supports resilience thinking behavior, but (Contention Scheduling System) is the designer’s comment reflects that he also used them as a modification system that can turn a way to reconstruct and understand other people’s tasks. off or on the first part in order to In this particular case, on how his subject of study adapts adapt to an unpredictable situation and modifies as a way of working in an unpredictable (Norman and Shallice,1980, cited in Barber, 2003, p.133). This has parallels environment. with the way the researcher uses the RTRP’s tools, sometimes unconsciously PUBLISHING AS A LEARNING TOOL and others as will according to the Previously, before starting a client’s research project, the situation. 200 Professional Doctorate Portfolio  P design studio was rushed to do an art work for a billboard. It was already planned by the client before the researcher’s studio started a contractual relationship with them. Despite not being the researcher’s field, it was decided that the studio was to improve the original artwork (advertising). It was an intervention that did not come out well, both in the process as well as the final application. After this incident, the researcher interviewed the client’s administrator concerning the process book already submitted with the research proposal. The interviewee spoke on how it changed her opinion about design processes, the role of the designer, and ways to work in collaboration. “T. - I have to admit that I started with a different perspective. And maybe, less enthusiastic on when I start, I am been very honest, that when I finished. Is not that I didn’t have faith on the project, but I felt that at the end [reading], that feeling was maximized. Maybe because I didn’t know, no matter how many times you explained it to me, still didn’t know the project until I finished reading it. Even now that you clarified my doubts of stuff that I did not understand. Finally understood the diagram (research) is an abstract of all what is the research. I think it maximized my sensibility. At the end of the project, when we finished the research... There is a really good part that says that we will all acquire new knowledge, that maybe it was always there but it had not been extrapolated for the benefit of the company [...] It is true, because just reading it brought out things that I didn’t see it before. 201  It is going to be very positive for everyone. Researcher - How did it change your perception of what a designer does? T. - A lot, I was worried, I told the Doctor, Mari speaks Spanish but sometimes I don’t understand her (laugh) but after reading now I understand the full scope. [...] The billboard process was very difficult, at the end was, forget about it! They are the experts, we have to let it go. Initially, I did not understood the project (research) before , then this happened, and I was not enthusiastic at all. It was a forced process [billboard]. But now, this is different. The billboard was too forced, it was not an ideal process. I was concerned about the research. But obviously, you know, the research and the billboard have nothing in common [process]. I have promoted to read the process book to the other administrative staff, so they can change their perspectives. Researcher- The circumstances forced all of us to work in a way that we don’t like and forced you guys to extinguish fire’ (T., 2011). RESILIENT 1. Process book as a communication The studio process book shows how it diverted conflict piece that steered away the project among clients and designers. It is also a learning tool on how from a conflicting relationship with the client (Publishing tool). design works, how it interacts with the client’s context, and 2. Young designer used the tools the constant revision of design process, public errors and as a way to understand others wanderings. On the day the project started, the researcher (Diversification tool). 202 Professional Doctorate Portfolio  P could see copies of the process book in different staff and doctors offices. The researcher relates to the Publish tool as a defensive one but others that have different experiences see it as an offensive tool (participants in the Systematization Workshop). That is because the Publish tool allows connections with others, therefore it is a tool that helps the user to learn to be resilient in the act of interaction with others. Paulo Freire, a Brazilian educator and intellectual author of the Liberation Theology expressed on this matter: ‘No one is auto-liberated, neither is liberty made by others’ (Freire, 1969, p.46). REFERENCES Baber, C. (2003) Cognition and Tool Use. (Online) http://www.eee.bham.ac.uk/baberc/ Documents/Baber.pdf [Accessed November 14, 2011]. Freire, P. (1969). Pedagogia del Oprimido. (Online) Servicios Koinonia (Published 1996) Available at: http://www.servicioskoinonia.org/biblioteca/general/ FreirePedagogiadelOprimido.pdf [Accessed 7 July 2009]. M. G., (2011). Brief Report on Day in the Life Activity [personal comunication] 14 November 2011. T., G., (2011). Interview about Process Book [personal comunication] 4 November 2011. Suchman, L.A. (1990). Plans and Situated Actions. Cambridge: Cambridge University Press. 203  6 QUICK REFERENCE Refer to Section 6, User Testing, RTRP COMPARISON Prototype, Comparison & Peer Review in the Supportive Document, p.100. A COMPARISON TO THE IDEO’S DESIGN FOR NOTES SOCIAL IMPACT GUIDE The comparison of the RTRP toolbox Two designers/researcher assistants from the researcher’s was suggested by Northumbria studio agreed to participate in testing IDEO’s Design for Social School of Design’s Examiner. Impact Guide (DSI) (2008) and the Bounce and Design Toolbox (RTRP Toolbox). IDEO’s Design for Social Impact Guide was commissioned by the Rockefeller Foundation. It has two books, the main is the How-To Guide and the second, the Workbook. It was intended for design firms that wanted to get involved in social impact projects. It was chosen over IDEO’s Human-Centered Design (HCD) (2009) toolkit because of the goal of social capital and its focused on clients with economical constraints. ‘The challenge is how. How can design firms make social impact work a core part of their business? How can we collaborate with organizations that are highly resource constrained?’ (DSI, 2008 p.5). IDEO’s Human-Centered Design was funded by the Bill & Melinda Gates Foundation and design in collaboration with Heifer International, and ICRW. The aim was to design for ‘people living under $2/day’ (HCD,2009 p.3). It is a collection of participatory, user-center and ethnography approaches very similar to IDEO’s Method Cards. At top, sections of the Both participants involved in the comparison investigation IDEO’s Design for Social are in their 20s. D1 recent graduated from design school and Impact Guide. 204 Professional Doctorate Portfolio  R OBJETIVO SE LOGRO:            No                                Casi, pero pobre                  Sí , pero solo satisfactorio           RTRP IDEO       Sí, de forma efectiva                                      Sí, excepcional OBJECTIVE LEVEL USER NOMBRE DE PARTICIPANTE:  LUGAR:   TEST Participants evaluated if they FECHA DEL EVENTO:  Pasos de los eventos  CONFLICTO:  1. were successful or not in ADVERSE EVENT ACTIVIDAD: 2. EVENT STEPS achieving their objective.       Diseño          Ilustración         Reunión          Investigación       Otros:_____________________________________________ 3. ACTIVITY ASUNTO:  4. Design, illustrations, meeting, OBJETIVO:   5. research and other. SISTEMA USADO:       IDEO          RTRP 6. OTROS FACTORES AJENOS QUE AFECTARON:       Manejo de tiempo                Problemas tecnológicos                     7.              Personales               Pobre comunicación            Desconocimiento 8. OTHER FACTORS       Coordinación con otros               Económicos               9. Participants choose other       Otros:___________________________________________ 10. factors that affected their DESCRIPCION GENERAL‐ CONTEXTO situation. DIAGRAMA TUS DESICIONES (SOLO PARA RTRP; parte  Nesting System)                                                    DIAGRAMS (RTRP) Participants draw the Netting System in case they used the RTRP’s tools. Mi nivel de aprendizaje Comentario (opcional)            Excepcional            Sobre lo común COMMENTS            Satisfactorio LEARNING LEVEL            Pobre            Ninguna Participants evaluate Nuevo conocimiento (reflexión posterior)  their level of new Fecha: .  knowledge. FECHA DE INFORME:  UNFORESEEN KNOWLEDGE Reflection on action. Auto evaluo, Doctorado – 2012©María de Mater O’Neill version 1.0 V.1 Pagina 1 IDEO / RTRP Comparison registro. 205  OBJETIVO SE LOGRO:            No                                Casi, pero pobre                  Sí , pero solo satisfactorio           RTRP IDEO       Sí, de forma efectiva                                      Sí, excepcional ✔ USER NOMBRE DE PARTICIPANTE: Cristina LUGAR:  Casa TEST FECHA DEL EVENTO: 02/02/12. Pasos de los eventos  CONFLICTO:  1. Establecer una base para dirigirme a otros Hacer la hoja de plan ACTIVIDAD: 2.       Diseño          Ilustración         Reunión          Investigación Establecerme una meta       Otros:_____________________________________________ Plan de Trabajo 3. Establecer que tipo de poblacion quiero atender con el diseno. ASUNTO:  4. Realizar un proyecto de diseno. Identificar partners OBJETIVO:  Buscar parteners y apoyo en diseno. 5. Realizar un concepto SISTEMA USADO:       IDEO          RTRP ✔ 6. Establecer plan corto plazo OTROS FACTORES AJENOS QUE AFECTARON:       Manejo de tiempo                Problemas tecnológicos                     ✔ 7. Buscar ayuda en diseno a traves de colegas              Personales               Pobre comunicación            Desconocimiento 8.       Coordinación con otros               Económicos               ✔ 9.       Otros:___________________________________________ 10. DESCRIPCION GENERAL‐ CONTEXTO Buscar ayuda en diseno y hacer un plan para que esa ayuda pueda servir para el desarrollo de un proyecto de diseno en el cual pueda generar ganancias. DIAGRAMA TUS DESICIONES (SOLO PARA RTRP; parte  Nesting System)                                                    Mi nivel de aprendizaje Comentario (opcional)            Excepcional El toolkit de IDEO me parece una herramienta para            Sobre lo común desarrollar proyectos a largo plazo. No para resolver al            Satisfactorio ✔ momento problemas improvistos que vive un disenador en            Pobre un pais tercer mundista.            Ninguna Nuevo conocimiento (reflexión posterior)  Fecha: . 07/12/11 Pude aprender con este toolkit a como establecer conexiones, buscar ayuda de otras organizaciones y/o colegas disenadores. Pude ver que me hace falta tener parters que deseen trabajar en colaboracion conmigo y como confiar mas en mi misma al tener mis metas y objetivos mas claros. FECHA DE INFORME: 11/02/12 OBJETIVO SE LOGRO:            No                                Casi, pero pobre                  Sí , pero solo satisfactorio           ✔ RTRP IDEO       Sí, de forma efectiva                                      Sí, excepcional USER NOMBRE DE PARTICIPANTE: Cristina Tossas LUGAR:  Caguas TEST Auto evaluo, Doctorado – 2012©María de Mater O’Neill version 1.0 V.1 FECHA DEL EVENTO: 13/02/12 Pasos de los eventos  CONFLICTO:  1. Pagina 1 Realizar cuestionarios Al hacer las entrevistas tan tarde, estaba cansada y no pude ver que cometi repeticiones en las preguntas. ACTIVIDAD: 2.       Diseño          Ilustración         Reunión          Investigación ✔ Al otro dia, administradora de compania que contrata saca las copias con los errores.       Otros:_____________________________________________ 3. Se me notifica que se hagan los cambios. ASUNTO:  4. Cuestionarios pero hubieron errores Pero ese dia no tenia la tecnologia con los programas para hacer los cambios. OBJETIVO:  Realizar cuestionarios en programa illustrator. 5. Me muevo rapidamente a llamar a personas con mac y programas de diseno pero no aparecen. SISTEMA USADO:       IDEO          RTRP ✔ 6. Me muevo a universidad cercana con disponibilidad para mac y programas OTROS FACTORES AJENOS QUE AFECTARON:       Manejo de tiempo                Problemas tecnológicos                     ✔ ✔ 7. Luego de esto, hago los arreglos rapidamente              Personales               Pobre comunicación            Desconocimiento 8. Me comunico con directora creativa y administradora.       Coordinación con otros               Económicos               9. Hago el envio.       Otros:___________________________________________ 10. DESCRIPCION GENERAL‐ CONTEXTO Entrevistas con errores. DIAGRAMA TUS DESICIONES (SOLO PARA RTRP; parte  Nesting System)                                                    Mi nivel de aprendizaje Comentario (opcional)            Excepcional            Sobre lo común            Satisfactorio            Pobre ✔            Ninguna Nuevo conocimiento (reflexión posterior)  Fecha: . 19/02/12/ Al realizar estos pasos me doy cuenta que hacer mucho fast feed no funciona puedo terminar cometiendo muchos errores, muy estresada y teniendo burnouts. FECHA DE INFORME: 19/02/12 Auto evaluo, Doctorado – 2012©María de Mater O’Neill version 1.0 Pagina 1 V.1 Participant D1 Registros, from top left to right: January 18 (RTRP); January 20 (RTRP); February 2 (IDEO); February 13 (RTRP); February 17 (RTRP); and February 20 (RTRP). 206 Professional Doctorate Portfolio  R OBJETIVO SE LOGRO:            No                                Casi, pero pobre                  Sí , pero solo satisfactorio           RTRP IDEO       Sí, de forma efectiva                                      Sí, excepcional USER NOMBRE DE PARTICIPANTE:  LUGAR:   TEST FECHA DEL EVENTO:  Pasos de los eventos  CONFLICTO:  1. ACTIVIDAD: 2.       Diseño          Ilustración         Reunión          Investigación       Otros:_____________________________________________ 3. ASUNTO:  4. OBJETIVO:   5. SISTEMA USADO:       IDEO          RTRP 6. OTROS FACTORES AJENOS QUE AFECTARON:       Manejo de tiempo                Problemas tecnológicos                     7.              Personales               Pobre comunicación            Desconocimiento 8.       Coordinación con otros               Económicos               9.       Otros:___________________________________________ 10. DESCRIPCION GENERAL‐ CONTEXTO DIAGRAMA TUS DESICIONES (SOLO PARA RTRP; parte  Nesting System)                                                    Mi nivel de aprendizaje Comentario (opcional)            Excepcional            Sobre lo común            Satisfactorio            Pobre            Ninguna Nuevo conocimiento (reflexión posterior)  Fecha: .  FECHA DE INFORME:  Auto evaluo, Doctorado – 2012©María de Mater O’Neill version 1.0 V.1 Pagina 1 Participant D2 Registros, from top left to right: January 23 (RTRP); January 26 (RTRP); February 2 (IDEO); February 10 (RTRP); February 15 (RTRP); February 15 (RTRP); February 22 (RTRP); and February 23 (RTRP). 207  D2 is a graduation candidate. These user testing started from January 23 to February 28, 2012. One of the designers (D2) had participated in the Systematization Workshop. The other (D1) was sick for a week. They were given digital files of both systems for printing. Four benchmark questions were presented to them: 1. Were you able to do the steps quickly and resolve the adversity in your practice? 2. Did you learn new strategies and improve your decisions? 3. How much effort was required from you to use these new tools? 4. Are these methods and tools integrated easily into your practice? A registro was designed for their recording, based on the researcher’s initial registros. It had unforeseen ramifications, a section in which participants explained their adversity type and the context where it happened. A ten step brief description on how they used the chosen system was also included. They were requested to send at least two registros each Saturday. After the first week, an unstructured interview with both of them was carried out (see transcript in the Appendices). A tabulation was also made. In the interview, the participants were confused about the IDEO’s DSI guide function and expressed difficulties in applying it to their everyday practices (refer to Appendices for full transcript). It took them until the second week to use IDEO’s DSI. With the RTRP, the turnaround was an hour for D1. FINDINGS OF USER-TESTING D1 The IDEO’s guide was used only once with satisfactory levels for both learning and accomplishment of the task at hand. Most of D1’s adversity are a lack of technological tools and economical constraints that interrupted D1 to do her job in 208 Professional Doctorate Portfolio  R TABULATION D1 SYSTEM USED RTRP 5 IDEO 1 LEVEL OF LEARNING EXCEPTIONAL OVER AVERAGE SATISFACTORY POOR RTRP 1 3 1 IDEO 1 TASK: LEVEL OF ACCOMPLISHMENT EXCEPTIONAL OVER AVERAGE SATISFACTORY RTRP 1 4 IDEO 1 world view problem solving self worth TOOLS USED [RTRP] RAUXA/SENY AT HAND FAST FEET PLAY DIVERSIFICATION SCRIPT PUBLISHING ANCHORED 4 1 4 1 2 5 1 209  the researcher’s design studio. D1 depends on a old car for 1 transportation. The research’s studio and clients are on the capital city of San Juan. D1 lives in a town nearby. During the first week, D1 learned about the need to make FIRST WEEK strategic plans: ‘It helped me to act fast, at times of crisis, but it should not happen again, for the next time, it is more effective doing pre-production. I learned that I must organize 2 with several days of anticipation in order to eliminate the uncertainties, bit by bit’ (from registro_ January_20). D1 makes a note on new knowledge in a previous registro, ‘I was able to work under adversity without the emotions blocking me’ (from registro_ January_18). In both occasions she used FIRST WEEK Publish as way to call for assistance of others, Publish is present on all the occasions during the user test of D1. 3 On the second week there is no registro due to D1 being sick. On the third week, D1 used IDEO’ guide to make a personal plan. ‘The toolkit of IDEO seems to me a tool to develop long-term projects. Not to solve unexpected problems that FOUR WEEK designer’s experience living in a Third Word country’ (from registro_ February_2). 4 On the fourth week, D1’s task was to carry out interviews on both employees and users for the researcher’s studio. D1 also was in charge of laying of a survey that was going to be printed and distributed that week. The survey had errors, D1 FOUR WEEK had to fix it fast so the inquiry could continue according to schedule. D1 also had a misstep during the interviews, they started late. Both tasks were accomplished but in satisfactory 5 level. D1 commented about the balance one needs when using Fast Feet Play : ‘...doing to much Fast Feet does not At left: Participant D1 tools’ order of importance, from top to FIFTH WEEK bottom, January 18 (RTRP); January 20 (RTRP); February 13 (RTRP); February 17 (RTRP); and February 20 (RTRP). At right, D1 tabulation. 210 Professional Doctorate Portfolio  R work, one can end committing many mistakes, very stressed and having burnouts’ (from registro_ February_13). D1 did Reflection -on-action about the ill-decisions to modify her behavior. On the fifth week, D1 established a strategic operation to address ill-decisions and economical/technological adversity. ‘This time the tools helped me to have common sense and use my instinct to know where should I direct my objectives. It was a holiday, but I didn’t want to waste time. I called the design studio and worked. We advanced that week’s work, making the week run more smoothly and less tense. Since I advanced with those tasks, I could continue with more important ones’ (from registro_ February_20). The most prominent tool that week was Rauxa/Seny as the main driver, followed by Anchored and Publishing on an equal level. Her tools’ importance was similar to the researcher’s. FINDINGS OF USER-TESTING D2 IDEO’s guide was used only once with poor levels for both learning and accomplishment of the task at hand. Most of D2’s adversities are lack of time management, poor communication with others and lack of knowledge with task at hand. An economical constraint and a non descriptive personal adversity were the only challenged faced by D2 in professional and academic obligations. They interrupted D2 to do his job in the researcher’s design studio; his academic obligations and his work in another design studio. In the first week, D2’ faced 2 adversities. The first was related to an academic situation concerning a failing grade that might have affected his chance of graduating, which he managed to overturn. The other adversity was to face an unexpected design jury presentation. In both these instances D2 used Script tool as the primary tool. Not only as a learning situation (‘to be more responsible’, from 211  registro_ January_23) but also to continue working despite 1 unexpected situations. The trend of Script tool use continued throughout the tools comparison stage. FIRST WEEK On the second, week D2 used IDEO’s guide to tackle his second design studio job. D2 wanted to establish the mission and vision of that design studio with the design 2 group. ‘IDEO’s tools does not seem that they are to be used individually but as a group. It is not within aspects of changes on a personal level. Initially, it can be a little FIRST WEEK confusing as it is an extensive material’ (from registro_ February_2). On unforeseen knowledge, D2 stressed that 3 ‘There has to be room for negotiation.’ This task was not achieved. THIRD WEEK During the third week D2 used RTRP tools again to address group management in the second design studio job. Script 4 for D2 is a focus tool. ‘These tools help me in a more personal way; but I think that also can be applied somehow with other people (in a group). But I would like to see how to apply them effectively with more people (...) Like establishing an THIRD WEEK effective script, so at the moment of unexpected events, it helps you to stay focused. That way you can think of 5 other things and how to solve them without losing your perspective’ (from registro_ February_10). On the fourth week D2 had to do an interview for the FOUR WEEK researcher’s design studio. Unexpected events interrupted the flow of starting the task. D2 was able to do the 6 task but assigned “as poor” in the learning level in his registro. Although D2 mention ‘I have to be comfortable with error and wandering in new processes (...) In this FOUR WEEK situation, I am not very sure about the level of learning. 7 But I still feel that I have to register what happened’ (from At left, participant D2 tools’ order of importance, from top left to bottom: January 23 (RTRP); January 26 (RTRP); February 10 (RTRP); February 15 (RTRP); February 15 (RTRP); February 22 (RTRP); and FIFTH WEEK February 23 (RTRP). 212 Professional Doctorate Portfolio  R TABULATION D2 SYSTEM USED RTRP 7 IDEO 1 LEVEL OF LEARNING OVER AVERAGE SATISFACTORY POOR RTRP 1 3 2 IDEO 1 1 TASK: LEVEL OF ACCOMPLISHMENT EXCEPTIONAL SATISFACTORY ALMOST BUT POOR POOR RTRP 1 4 1 1 IDEO 1 world view problem solving self worth TOOLS USED [RTRP] RAUXA/SENY AT HAND FAST FEET PLAY STEALTH MODE SCRIPT PUBLISHING 2 3 5 3 6 4 213  RTRP WERE YOU ABLE TO DO THE STEPS QUICKLY AND RESOLVE THE ADVERSITY IN YOUR PRACTICE? I think that during adversity the RTPR can be used to quickly resolve situations, since they are tools for a change in behavior, due to the type of context in which they were created. The more you use them, it becomes easier to avoid possible adversities or be able to work through adversity. During these weeks, as a designer in a country of constant change and uncertainty I could handle and control decisions and actions without the need to control the external environment around me. DID YOU LEARN NEW STRATEGIES AND IMPROVE YOUR DECISIONS? D1 I could see the psychological level that they have, they are determined to make designers solve situations under stress and uncertainty through change in behavior, decision making and benchmark questions management of emotions. HOW MUCH EFFORT REQUIRED FROM YOU TO USE THESE NEW TOOLS? The effort to use the tools depends on the level of commitment and desire of the participant. In terms of level of legibility, I could understand their function, which were the objectives of these tools and how to use them. The systems are made so that each participant physically can uses them as they wish. In my case I liked to read them in paper before leaving my house and read them again when I came back home. At the end, I wanted to use them more often, so I cut them and inserted them in my wallet, so if I needed one, I had it available. Although I didn’t need to look at them so often, I liked them so much that I learned all the tools, their meanings and effects. For me, they are tools of reflection and focus in times of crisis. They help me to stay anchored in a trip full of surprises, unexpected moments and constant changes. The part that I can identify as difficult is when after so many conflicts, the tools were a type of coach that indicated that something was wrong and that I should reflect again on my decisions. To have this kind of confrontation with myself, to accept my bad decisions and who I affected, this is the most difficult part of the tools. THESE METHODS AND TOOLS ARE INTEGRATED EASILY INTO YOUR CONTEXT WHERE YOUR PRACTICE OCCURS? Perhaps I can not change the technology that I have , I can not change the economical situation, emotional, physical situations and so forth. But what these tools helped me is to understand that I can change my behavior, my attitude towards these adversities, continue getting new knowledge, improving my performance as a designer, be empowered and finally climb to a level of quality of greater focus. 214 Professional Doctorate Portfolio  R IDEO WERE YOU ABLE TO DO THE STEPS QUICKLY AND RESOLVE THE ADVERSITY IN YOUR PRACTICE? I could not solve quickly the adversity. IDEO toolkit is made to develop projects in a group and you have to write and do a series of inquiries. If I need to deliver or develop something quickly and without the necessary support , I’ll be lost, I can’t quickly find organizations that can help me with regard to funds, technology or staff. The environment where I live does not provide it in such an utopian way. Organizations are not trained to meet users’ expectations right away, all is done through long negotiations and communications. Getting to obtain what needed to be done takes a week or in the majority of cases, but D1 right away it would be impossible. DID YOU LEARN NEW STRATEGIES AND IMPROVE YOUR DECISIONS? benchmark questions What this toolkit of IDEO help me with was to establish a strategic plan for future occasions, it helped me to focus and have a sense of vision but towards long term, not short term. HOW MUCH EFFORT REQUIRED FROM YOU TO USE THESE NEW TOOLS? Occasionally I had to answer a series of questions that hindered me in to find answers because many times, I didn’t have the answers. The development of my design portfolio became difficult, since in times of crisis, I can’t concentrated on that. Having to answer all these questions requires time and space. Something that the Third World don’t have, because time is money. Space is limited and occasionally invaded by many situations that the truth is, I can not respond effectively. At the end. I have doubts if I did the IDEO’s toolkit correctly. THESE METHODS AND TOOLS ARE INTEGRATED EASILY INTO YOUR CONTEXT WHERE YOUR PRACTICE OCCURS? Methods and tools are integrated to the context where the practice occurs but only in the long term. If I do not have a computer and I have to finish a job, I can not answer all these questions to find a successful solution. I must move quickly, have emotional control and knowing well directions without losing sight of important or incomplete details. Most of the time is “do or die” and with tools to solve large projects and long term as the IDEO’s, I can’t have guidance in this context because everything is changeable and uneven. I think that if everything worked as expected they could work perfectly in my context, but the truth is that our reality is so distorted and volatile than staying firm and stable seems in many cases almost impossible. A designer in our context suffers much, you need tools that work with control, focus, mental, spiritual and physical stability. You need to have an additional skill as a human being in order to work and develop a quality project in my context. 215  RTRP WERE YOU ABLE TO DO THE STEPS QUICKLY AND RESOLVE THE ADVERSITY IN YOUR PRACTICE? I could follow the steps quickly, because they are things you already do and the tools help you understand why you do it. It is a system of thought. Not only helps it solve the adversity, it helps you to have a better design practice. DID YOU LEARN NEW STRATEGIES AND IMPROVE YOUR DECISIONS? Definitely, although I still have to work them better. But they have helped me organizing and focusing more. D2 HOW MUCH EFFORT REQUIRED FROM YOU TO USE THESE NEW TOOLS? benchmark questions The first times a bit, but once you use them they become increasingly more a part of you and do not require much effort. THESE METHODS AND TOOLS ARE INTEGRATED EASILY INTO YOUR CONTEXT WHERE YOUR PRACTICE OCCURS? They integrate easily to the unexpected situations of the country. The Script tool helps me to organize me but above all not lose that focus. Publish has helped me to keep others informed what its happening to me. This is very important in my practice because in difficult situations, where you have to do Fast Feet Play, the act of Publish keeps abreast everyone of what is happening. Makes them more aware of my actual situation. IDEO WERE YOU ABLE TO DO THE STEPS QUICKLY AND RESOLVE THE ADVERSITY IN YOUR PRACTICE? They seem like very good tools and somehow they could be implemented. But I had difficulty using the IDEO tools in my practice of design. DID YOU LEARN NEW STRATEGIES AND IMPROVE YOUR DECISIONS? I learned new strategies but I still have not been able to implement them. HOW MUCH EFFORT REQUIRED FROM YOU TO USE THESE NEW TOOLS? I believe that it requires much effort; not only of for an individual but as a full working group. THESE METHODS AND TOOLS ARE INTEGRATED EASILY INTO YOUR CONTEXT WHERE YOUR PRACTICES OCCURS? The context of my practice is of an unexpected nature. It seems to me that these tools require a practice in a context with more or better [social] structure. 216 Professional Doctorate Portfolio  R registro_ February_15). D2 managed to learn, but as he was uncomfortable with errors, he did not think of it as a positive experience. On the same day, the was a power cut NOTES List of social design oriented initiatives in the design studio due to thieves stealing copper pipers in compiled by Dr. Joyce Yee. an Electrical Sub System. This time the task and level were achieved in a satisfactory level. In the United Kingdom The Young Foundation both recognise In the fifth week, the adversities originated from an academic and critique the designer’s involvement factor and from a design studio’s task. Script was used again in social innovation. as an organizer and for achieving tasks during that week. ‘Script can help to take advantage in the things that one does Futuregov (http://wearefuturegov. com/) and to advance work’ (from registro_ February_22). The next A ‘change consultancy for government event was concerned with acquiring statistics from the State and social innovation.’ Art and Design School for D2 graduate project. This task was not achieved very well because of a lack of information and Tactical Tech (http://www.tacticaltech. D2 had to be guided on the task. org/) An international NGO working to enable the effective use of information CONCLUSION for progressive social change. D1 was able to change behavior in the last week, and In Australia established a resilient strategic tactic. As a result, D1 created The Australian Centre for Social additional work for herself at the researcher’s studio due to Innovation (TACSI) adopts design her decision making process (addressing one of her stressors- alongside other disciplines to economic). This has to do with D1 capacity for reflection experiment with bold ideas to achieve and being comfortable with errors and wanderings. D1 saw better lives. them as opportunities to learn:‘The effort to use the [RTRP] tools depends on the level of commitment and desire of the In the United States participant.’ Although D1 found this self-confrontation Project H (http://www.projecthdesign. org/)Focused on design education, difficult: ‘to accept my bad decisions and who I affected, transformation of curricula, this is the most difficult part of the [RTRP] tools.’ D1’s environments, and experiences for K-12 motivations are clearly expressed: ‘I can change my behavior, educational institutions in the US. my attitudes towards these adversities, continue getting new knowledge, improving my performance as a designer, being In Denmark empowered me and finally climb to a level of quality of MindLab, the government’s cross- greater focus’ (refer to D1 benchmark questions). ministerial innovation unit, adopts design methods to help create new solutions for society. In the case of D2, the use of Script as a primary tool indicated a more pragmatic approach to the RTRP’s toolbox. 217  But it did not move D2 to a resilient strategic thinking. Anchored, Publishing and Script are all Dispositional tools. Using activity theory terminology, the Anchored is a motive driven tool (the user’s reason behind an activity) and Script is an operation driven tool (lower-level units of activity) (Kaptelinin and Nardi, 2006, p.62). ‘Operations do not have their own goals; rather they provide an adjustment of actions to current situations’(Kaptelinin and Nardi, 2006, p.68). D2 can carry his everyday activities, maintains focus on short objectives but lose track of his motivation (the main reason that guides the purpose of his decision-making) for doing it. A similar situation was detected by Systematization Workshop participant P6 when using as example a T-Mobile television ad (refer to DVD or to transcript, 2- Creation of Timeline, 01:12:58;02-->01:13:02;13 in Appendices, in this Portfolio of Evidence, p.272): “Design Activist P6 - One of the most popular advertisements in the last couple of years is the Brazilian wax one. Do you remember it? Multimedia Designer P8 - Yes Design Activist P6 -What is it trying to sell? Art Director at an Ad Agency P1 - A cellphone (Laughs) Design Activist P6 - Most of the people, if you asked them what that advertising sells, they don’t know which is the product. That’s where you have expressed, manifested… and those where millions of dollars. Within the process, the client, the creative director, forgot which was the process. They ended up with a great advertisement that didn’t meet, that doesn’t meet the purpose, because it is not clear.” 218 Professional Doctorate Portfolio  R This addressed Systematization workshop unanswered question: Does the Design Methods for Resilience have different levels of hierarchy? Yes, they do, although there are only two participants in this comparison, the long running of the tools indicated levels of learning and interacting with them. In a first level, they became organizers and on a second level they changed into strategies around a clear user’s motivation. Other unanswered Systematization workshop question that was answered by this comparison study was: Can the RTRP function be produced by other designer’s tools’ order of importances? Is it not predetermined? Yes, D1 and D2 have clear different order of importances. So they are not predetermined. Alas, as in D1 as with the researcher, the relationship between Rauxa/Seny and Anchored tools and their effects repeat themselves. Concerning IDEO’s Social Impact, one has to note that its function is different from Bounce & Design. Additionally, the guide and workbook do not take into account the context of the peripheral reader. Perhaps it is thought for an international organization that is working in another country. It is not anchored in the locality, as a ways to construct knowledge by the local designer. This is consonant to their claim ‘This initiative is focused on the process around doing this work, rather than the content of the work itself’ (DSI, p.5). The visual presentation was disturbing for the participants (refer to transcript 6:07, File-Voice0012 in the Appendices in this Portfolio of Evidence, p.254): D2- Is just, the photo, they don’t..there is no connection between the photo and the text. I don’t understand why all the photos are like this [referring to the look and feel] 219  Researcher- What do you mean? D2 -..Well, poor... The D1 commented that the school book function and the similarity to the look of a catalogue (D1), are references to the Kinship politic and the collecting imagery that Linda Smith mention in her book Decolonising Methodologies: Research and Indigenous People (1999). For further discussion referred to the postcolonial paper and the full transcript 4:50, File- Voice0012 in the Appendices in this Portfolio of Evidence, p.254). D1- It is always well structured. Like for..or something for architects. Mostly all is the same..lines, grid, it looks like a catalogue. It gives you an impression of a catalogue. D2- It’s like technical labels... D1- It is not bad, it is like a school book, they do the underlines so you can write there. IDEO Human-Centered Design is more contextualized, but still has lesser references to Kinship politic as the illustration used for the local participant seem to be school book’s drawing. HCD is full of successful and proven methodologies, but it does not address if the designer runs into political or economical adversities, such as corruption, institutionalized or state violence, among others. The HCD concentrates on the users but the designer is afloat as someone almost not affected by the local social-political situation. The only references found is the Worksheet: Identity, Power & Politics. This is aimed at the user and there is , and there is no guide about how to handle adversity when directed towards the designer. The IDEO DSI is very different from the Bounce & Design Toolbox. 220 Professional Doctorate Portfolio  R It can be said that Bounce & Design Toolbox can be a complementary to any guide, such as IDEO’s DSI and HCD, to give the designers the tools to be resilient when working on social initiatives projects. REFERENCES Kaptelinin, V. y Nardi, Bonnie A. (2006). Acting with Technology Activity Theory and Interaction Design. MIT Press. Anon (2009). IDEO Human-Centered Design (online) Available at: http://www.ideo.com/ work/human-centered-design-toolkit/ [Accessed 21 September 2011]. Anon (2008). IDEO Design for Social Impact Guide and Workbook (online) Available at: http:// www.ideo.com/work/design-for-social-impact-workbook-and-toolkit [Accessed 21 September 2011]. 221  PRESENTATION TO THE PROFESSIONAL COMMUNITIES Three peer review sessions were organized by the researcher to present the research Developing Methods of Resilience for Design Practice to diverse professors and professionals. They were educators, in New York City; architects, at the School of Architecture, of the Polytechnic University of Puerto Rico; and psychologists, at the School of Social Science, of the University of Puerto Rico. The last two were open to the academic communities as part of RTRP open transdisciplinary research. All participants were given the Portfolio of Evidence and Supportive Document. The researcher’s oral presentation 6 was adjusted in the last two sessions according to first QUICK REFERENCE participants’ (educators) suggestions and researcher’s Refer to Section 6, User Testing, Prototype, Comparison & Peer Review in previous experiences in order to improve the articulation of the Supportive Document, p.100. the RTRP research. Participants were not familiar with Northumbria Professional Doctorate documents format, so they asked about format NOTES The quotes were translated by the guidelines. All of them were familiar with practice based researcher and segmented for the research. purpose to summarize the important points. In total it was seven hours The researcher has incorporated participants’ of peer reviews. All of them were recommendations about the written documents in order to audio recorded, included in DVD. All clarify articulation of the research. the translations were sent to the participants for their approval. 222 Professional Doctorate Portfolio  R FIRST PEER REVIEW- March 7, 2012, New York City. Participants are Principal Ruth Swinney, Dr. Patricia Velasco and Dr. Jossie O’Neill. This review was closed to the public by the participants’ request (there is no photo documentation). Principal Ruth Swinney is from Colombia, S.A. She started her career as a bilingual teacher in New York City. In 1984 she founded one of the first dual language programs in New York City in PS 84, and subsequently became director of bilingual and dual language programs for a large school district in NYC. In this role she supervised bilingual and ESL programs, and developed seven models of dual language programs for the District. When she became principal of PS 165 (Manhattan) she set up a nationally recognized dual language program, and at the same time that she turned around one of the bottom schools in the city. She has won numerous awards for her work with second language learners, and for her achievements as a principal. After retiring she worked with the Reading and Writing Project at Teachers College, Columbia University, heading the principal work, and the ELL department. Currently she works as a consultant. Dr. Patricia Velasco started her career as a speech pathologist in Mexico City. She has an Ed. D from the Harvard School of 223  Education; her dissertation focused on Academic Language and Reading Comprehension in Bilingual Children. In San Cristobal de las Casas, Chiapas, Mexico she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers. After she moved to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University as a staff developer supporting teachers all across New York City in addressing the literacy and language needs of English language learners. Currently she is Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program. Dr. Jossie O’Neill is the Director of Partnerships and Outreach of The Gateway School. She has a C.A.S., from Harvard University and a Ed.D., Teachers College, Columbia University. Dr. O’Neill was in charge of Start-Up School Initiative in Mumbai, India, expected to open August of 2012. She is the intellectual author of the initiative STEMinds for the Future (www.ldinthemiddle.org and steminds. wikispaces.com) a partnership of The Gateway Schools, Academy for Educational Development & Hunter College, CUNY. To improve the integration of strategic math learning into science, technology, engineering by middle school students with learning disabilities in New York City public and charter schools. It also provides the STEMinds student forum grounded in evidence-based practices. The major points made from the three hours review were the following: • There are crisis models from Business and Educational fields, but these models concern management and leadership skills. Researcher did identify closer models: Stress Adaptation Model (Allen, 1991) and Stuart Stress Adaptation (Stuart, 2009). Refer to 6.4 Presenting Research to Others in Support Document, p.106. • Issues with the use of the term Third World regarding 224 Professional Doctorate Portfolio  R the researcher’s country because of its political relationship to United States. • The researcher was asked to separate the context of the practice based-research from the research question in order to communicate the research focus clearly. The context was suggested to be inserted clearly in the methodology section. • All agree on its contribution to the design practice and research credibility. Participants Highlight Summary Quotes Dr. Velasco summarized the RTRP functions and process to give tools on handling adversity “for every single designer that have been ignored so far, in terms of, you know, the capacity to develop resilience. Either for the sociopolitical conditions or even just dealing with difficult clients (..) Adversity is a concept that we all face, Ruth as a principal. As a teacher, Jossie changed jobs now. She will need Intertextuality, because she comes from teaching a higher to lower income economic background students. Life is not perfect, we all have to cope. What you have are tools that say ‘these are the strategies that you can use. You can combine them in several ways, and when you combine them, the effect gets amplified and you feel pro active’ [..] The tool’s conclusion is that to be really effective they need to be interactive with each other, and the one, the key one, that makes the other ones go around is Intertextuality.” Principal Swinney identified similar relationship to management models: “There are many models, Sergiovanni’s models (leadership) for Principal educators (1984), [not audible] did for business,by walking around and all that came from there (Management By Walking Around, MBWA, Peter and Waterman, 1982). I believe that these models exist but they do not invalidate yours. [Models] Not only they come from the Third World, but also they come from United States and Europe. This fact does not take away from yours.” 225  Dr. O’Neill states “What you proposed is that there is a model! What you have done is to visualize this model into a [set of] tools. Okay? One of the reasons you have visualized this model into the tools has been because in your research on resilience theory and design you have found that there are other models but they do not take the designer as a key person, as a component of ..this whole process. What you want is for people to understand that as important as it is, the design system, the model that you are using, is the person who is designing it. This is what I am understanding [...] it can be used, it can be taught, and it will provide the designer in this adverse situation a way to manage and cope and still move forward.” SECOND PEER REVIEW- March 23, 2012, School of Architecture, University Polytechnic of Puerto Rico. Participants are Dr. Omayra Rivera Crespo, Architect Oscar Oliver and Architect María Isabel Oliver. This review was open to the public. Participants at second Peer Review: Arq. María Isabel Oliver, Dr. Omayra Dr. Omayra Rivera Crespo has her doctoral degree from the Rivera Crespo and School of Architecture La Salle, Universidad Ramón Llull, researcher (far right). Photo: Sara Marina Barcelona, Spain. Researcher and architect, she just published Dorna Pesquera. her thesis on Procesos de Participación: Proyectar, Construir y Habitar la Vivienda Contemporánea (Participatory Design and Architecture Practices, Editorial Académica Española, 2011). She is a professor at the Polytechnic University of Puerto Rico. Architect Oscar Oliver is also an Urban Designer and Instructor at ArqPoli School of Architecture of the Polytechnic University of Puerto Rico where he teaches Design Studio, a course on History and Theory of the Neo-Avant-Garde. He is currently the Editor of Entorno, the official publication of the Puerto Rico Association of Architects and Landscape Architects. From 2008-2010 he served as editor of the journal Polimorfo, a multidisciplinary 226 Professional Doctorate Portfolio  R publication on architecture and its multiple cultural roles. Prior to that, his interest for the everyday repercussions of contemporary urbanism led him to be one of the editors of Onourb Magazine (2001-2004) and Co-creator and Principal of CIUDADLAB; a nonprofit research, design and action driven collective about the city. He was a former urban policy maker and advisor to the Governor of Puerto Rico (2006-2007) and holds a Masters in Urban Design from Harvard University (2006) and a Bachelors from ArqPoli School of Architecture (2004). Architect María Isabel Oliver is an Instructor at the ArqPoli School of Architecture, Polytechnic University of Puerto Rico, where she teaches Design Studio and History and Theory of Latin American architecture. She holds a Bachelor degree from University of Puerto Rico and a Masters from Columbia University in New York. In the realm of theory and research she has been the recipient of many research grants that address the topic of Latin American architecture and its cultural and architectural debates. She has conducted research in Argentina, Brazil, Cuba, London, and Puerto Rico. She was the founder of iESCALA (Iniciativa de Estudio de Sociedad, Cultura y Arquitectura de Latino America) at the School of Architecture, University of Puerto Rico, where she taught for five years, after being a faculty member at the School of Architecture of the City College of New York, The New School Parsons School of Design, and as adjunct faculty at the Cooper Union. She is currently the Editor of Polimorfo, ArqPoli architecture journal, a multidisciplinary publication that addresses international architectural debates from a variety of multidisciplinary perspectives. She is currently pursuing a Doctor of Design (DDes) at the Graduate School of Design at Harvard University. The major points made from the two hours review were the following: • RTRP model was pertinent to the design practice. 227  • The handling of Postmodernism theories was efficient. • The Colonial and Postcolonial issues were not questioned by the participants, but the researcher was asked to clarify the shift in methodology (the shift to Systematization). • All agree on its contribution to the design practice and research credibility. • Hotel Excelsior case study was highlighted as a thriving and exemplary resilient project. Participants Highlight Summary Quotes Dr. Rivera Crespo referring to Postmodern and Popular Education theories: “As an observation, I understood Deleuze and Guatari reference to explain this non linear characteristic of your research, with hyperlinks, because your thesis is very hyperlinked, [...] I also find very pertinent the reference to Freire and PAR, how to help the participants to find their own voice and that it becomes more of a dialogue, an exchange of ideas, than a lineal education. These references are appropriate. Freire was pertaining, I understood, because I know the author, I know why it makes sense but I would like more details for someone that is not familiar [for everybody]. The same with Barthes [...] I feel that things are stated and later are explained [...] The topic is fantastic but it is understood much better in the practice.” Architect Oscar Oliver made an observation about the layout of the Portfolio of Evidence and the role on the Intertextuality concept: “If your are using Derrida and Deleuze,within all this...using their intertextual references, and how it can become, and they did it, Derrida, worked on texts that speak about simultaneity. That intertextuality somehow was used as a framework in this text... and simultaneously you have the diagrams, the analysis, the decontruction of each particularity. Maybe you want your text to have that simultaneously to explain the tools [...] What for me was most important, is the Intertextuality. Although I know this work is about resilience, 228 Professional Doctorate Portfolio  R I think intertextuality is very important. As a mechanism to present the research, as already mentioned, but also as a designer’s tool. Especially when you define it as a negotiation of [different] knowledge. The designer position himself/herself in this adversity within this Intertextual tool, to acknowledge, to discover, to separate, all these [different] knowledges in order to tackle this adversity and generate a resilient structure. But I wonder, if this structure of intertextuality can be transformed into a mechanism to reveal the adversity structure. [...] To see in this revelation if the exercise, which has been one of resilience, can become one of resistance [...] Is the most difficult [Intertextual tool] because it had a transformative capacity [..] And it is pertinent now [the RTRP Toolbox] because it builds a common scaffolding but still flexible enough to be taken by different types of people...and from there a collective is generated, collectives that can work in a transformative mode...that’s how this becomes relevant.” Architect María Isabel Oliver pointed out: “I find the Portfolio of Evidence and your oral presentation to be more clear than the theoretical text [Supportive Document, Volume 1]. In the theoretical text there is too much jumping. It presents a methodology, that becomes more clear in the exercises (cases studies, conferences, etc.) than in the theoretical text. From the Postcolonial, contextualized in Puerto Rico, but then you bring in Argentina, wasn’t very clear why, but yes, I understand the similar political situation and all the adversity issue. But I think there is a lot that can be worked here [in Puerto Rico]. My suggestion is to listen to your [oral] presentation, because is much clearer. One can tell you have read a lot but I find anxiety in the text, Cortázar, Kristeva, Rosalind Krauss, Yve-Bois, so, what are we talking about? ...because I understand the project. My first question was: what is the difference with IDEO’s? I asked that because we used it at Parson [School of Design, New York]. But you clarify it. They work more in a First World Level, more with the designer, less with public community or the one that 229  reads all the intertext. But you can edit the theoretical text, follow your oral presentation, because now, I said to myself: Wow! Now I got it!” THIRD PEER REVIEW- March 28, 2012, School of Social Science, Psychology Department, University of Puerto Rico. Participants are Dr. Otomíe Vale Nieves, Dr. Dolores Miranda Gierbolini and Dr. Heidi J. Figueroa Sarriera. This review was open to the public. Dr. Heidi J. Figueroa Sarriera is a social psychologist and full professor at the University of Puerto Rico, Río Piedras Campus, at the Department of Psychology. Her research area deals with the relationships between new technologies, the transformation of everyday life, subjectivity and embodiment. She has chapters in book and academic journals, and co-edited, The Cyborg Handbook with Chris Hables Gray and Steven Mentor, Routledge, 1995; with Madeline Román and María M. López, edited Más allá de la bella (in)diferencia. Revisión postfeminista y otras escrituras posibles, Publicaciones Puertorriqueñas Editorial, 1994; with Marisela Montenegro and Rose Capdevilla edited forthcoming Feminism and Psychologies at the Latin American context. Feminism & Psychology: Special Feature, international journal published by Sage. She also published Infusions/Infusiones. Itinerants Portraits of My Cancer Treatment/ Estampas itinerantes de mi tratamiento de cáncer, published on demand by Blurb.com, 2011. She actually is working on a book titled, Sujetos imaginarios en la era digital: Proyectos postidentitarios contemporáneos (Imaginary subjects in the Digital Age: Contemporary Postidentity Projects (forthcoming). She is co-editor of the online journal, Teknokultura (http://teknokultura.net ), is a peer review online (Open Access) interdisciplinary journal of digital culture and Social Movements published biannually by the research group Cibersomosaguas (Complutense University of Madrid). The journal is dedicated to publishing 230 Professional Doctorate Portfolio  R theoretical and empirical works on relations between society and technology with particular emphasis on the conditions, factors and cultural and political effects of technological changes Dr. Vale Nieves holds an MA and Ph.D. in clinical psychology from the University of Puerto Rico, Río Piedras. She is currently a full professor in the Department of Psychology at the Psychology Academic Research Area, University of Puerto Rico. Her topics of research interest are: the constitution of subjectivity, gender construction, critical psychology, construction of the ‘young’ category, technology and gender. Dr. Miranda Gierbolini, is the Psychology Department Chair, University of Puerto Rico (UPR). Dr. Miranda has over twenty years of experience in the field of community psychology. She has received several awards including the Psychologist of the Year in 1996, award given by the Puerto Rican Association of Psychology. In 1995 the newspaper El Nuevo Dia selected her one of the “Outstanding Women of the Year” and during her years of study at Temple University she received two major awards granted by the institution. Her research covers various fields of human behavior, among these: the Higher Education Reform, Reform Movements in the UPR and Community Development in Public Housing. Dr. Miranda has been President of the Puerto Rican Association of University Professors (APPU), Academic Senator Río Print screen of Ustream’s Piedras Campus and a member of the Board of Trustees of the video of third Peers University of Puerto Rico. Review. From top to bottom, Participant Dra. Vale Nieves (pointing The major points made on the two hours review were the out); Dr. Miranda (print following: shirt); and Dr. Figueroa (green shirt). This review • The Colonial and Postcolonial issues were not was video streamed questioned by the participants. But researcher was to the Web.Link: http:// asked to clarify the colonial viewpoint and the www.ustream.tv/ recorded/21422037 Intertextuality concept as a personal experience in the 231  first stage of research. • To clarify the concept of adaptation (coping). • The handling of Metacognitive theories was efficient. • All agree on the contribution to the design practice and research credibility. • Hotel Excelsior case study was highlighted as a thriving and exemplary resilient project Participants Highlight Summary Quotes Dr. Vale Nieves comments are referring to Intertextuality and Postcolonial issues: “I really like how you work with the authors. They are all pertaining [to the research], I am referring to Volume [Portfolio] and the arguments are coherent [...] you bring over for consideration the reader, the importance of the Intertextuality, not only what you are postulating, the rhizomatic schemes, what Deleuze and Guattari proposed, but also as an important phenomena in the life of people. I think it is very important and rich your Intertextuality reference, as Dr. Figueroa mentions, your work has a transdisciplinary dimension. Having said that, you inferred the idea of Puerto Rico as a colonial country. You bring over a series of authors to support your argument, sometimes I feel a bit of tension between the idea that you propose of Puerto Rico as a colony and the other idea of Intertextuality...so the perception that I have when I read you, is that there is an exclusion logic, the colonizer and the colonized vis-à-vis with other subjects that have other rubrics capable of agencies change, and are able to move in those socially complex spaces. Although you mention it briefly not all goes through the colonial scheme, I notice the protagonist in your enunciation, how this colonial situation has an effect of the subject of study [...] Maybe you have to be more explicit, that this is your experience [the researcher’s political stressors in her reflective practice, first stage], this is how you live it. You make another postulation in your work, that may have an analogue dimension to my previous comments, your reference to First and Third World are very 232 Professional Doctorate Portfolio  R solid categories [...] Because your work precisely proposed to break from the solid format, the fixed thing, because of the intertextuality, and you do point it out somewhere in your text. But the aftertaste that I have about it, is that the Third and First World, how I perceived it, how you postulated them are solid, but still inside those worlds, beside the contextual issue, if we live in Puerto Rico from the Latin American perspective we live in the First World, but if the gaze comes from mainland United States, we are in the Third World. Greece has become the Third World of the European Union...these are a series of situations that are not...[Researcher answer: ‘fixed’]..right, fixed.” Dr. Nieves makes a clear clarification about RTRP planning intentions of coping: “The concept of adaptation came out twice [in the written document]...that concept in the Psychology field is polysemous, it inferred that the subject has to adapt to the social condition, but I know that you speak from another point of view. The way I conceived your toolbox, it proposed transformation and resistance. Maybe you need to qualify this concept of adaptation. Because the first impression can be that you are postulating a toolbox for people to...[researcher answer: ‘conform’] conform.” Concerning the colonial issue, Dr. Miranda comments: “I must say that the text of [Volume 1] needed the references of Volume 2 in order to understand some of the ideas. When I see the Hotel Excelsior [case study] example, that’s when I realize how you were handling the colonial issue. Why? Because in the process of tackling the problem, you contextualized the social-historical moment the original logo was created. It is not about seeing it now [contemporary’s gaze) and take out what I don’t like, or whatever criteria is used, but you go back to understand the socio-historical moment that, yes, is attached to the colonial situation [...] you are concerned about the colonial issue and adversity, the question is, are you creating an artificial adversity, a type 233  of adversity that not necessarily always exists? This is a bit problematic, I perceived, but still, in the Systematization workshop you did state that the participants did not necessary agree, that their adversity was very different from colonialism.” Dr. Miranda’s reference concerns the handling of Metacognitive theories: “You make an extraordinary presentation of the different approaches in cognitive theories in terms of a line of thinking...and very well illustrated, I thought, the way you presented the concept of resiliency and how to teach it, and the details you give in the critical pedagogy, the one you used, Freire, and the Systematization, you accommodated all that in an extraordinary way. Very few works I have seen have that type of fluidity and anchors, that allowed me to understand what you have done [...] It’s a good example of a cognitive line that [not audible] work with, the tendency that people work with one style of cognition, with one cognitive level, where one establishes priorities, levels...the problem about this type of positions is that it promotes the acknowledgment of individualistic or cognitive styles in the educational scenario, when in other research findings it has been said that our cognitive does not work in a fragmented way. As a matter of fact, it is more simultaneous.. [...] multi-level, in fractions of seconds...because you are stopping a cognitive process in time and space..a way to explain this [process]. It’s interesting how you put this to work, there are different strategies, and when in the other line of thought they proposed the opposite. The kid and the person fall into error in a repetitive way, because he/she doesn’t reflect the possibilities of other [cognitive] strategies.” Dr. Figueroa had three observations: “My first observation has to do with the tension between closed systems (for example, when you make an emphasis in a method, also when you refer to APA’s 10 ways to teach resilience [refer to Resilience Section in Volume 1] as your support to your 234 Professional Doctorate Portfolio  R project vis-à-vis the open system that is implied in your project. I experienced in the Systematization Workshop as well as in this document that your proposal as an open system instead of a closed system. It is a method but is designed as an open system [...] In the workshop there was an activity that illustrated that openness, when you said, ‘there is a blank tool slot, if you guys determined there is another tool you guys have used, and is not in the original toolbox, there is the opportunity to insert it’..I think that is a good example of openness, not the only one. So I would like to know what was your rationale behind the acknowledgment of these two support materials for your project if you agree that your proposal is an open system [refer to Second Stage: Research Methodology and Systematization Workshop sections in Supportive Document, Volume 1]. The second observation is that throughout the text you make a claim that there is a clear difference between your model and others. Are you establishing an adversarial relationship between your model and the others, are you saying that there is a relation of exclusion between these models and yours, a relation of ‘instead of other’ or a relationship of collaboration, inclusion, a ‘with other’ approach? [Researcher answers: ‘with others’]. The third observation is that you problematized the concept of design. You opened that category. What is considered to be design? I thought that was very interesting (..) because this approach points to the ethical process, not only the product, but the process itself. I would like you to elaborate this idea.“ REFERENCES Sergiovanni,T.J. (1984).Leadership and excellence in schooling. Educational Leadership. (Online) http:// www.ascd.org/ASCD/pdf/journals/ed_lead/el_198402_sergiovanni.pdf [Accessed 21 April 2012]. Waterman, R., Peters,T. (1982). In Search of Excellence: Lessons from America’s Best-Run Companies. Harper Business Anon (1991) Stress Management, Model Program for Maintaining Firefighters Well-Being Federal Emergency Management Agency. United States Fire Administration. (Online) http://www.usfa.fema.gov/downloads/pdf/publications/fa-100.pdf [Accessed 20 May 2012]. 235  SECOND STAGE: