Sustainable by Design
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too literally, it is nevertheless a useful mechanism for considering further
the nature of our thoughts and activities in relation to design.
There are many references to two halves or two sides of the human
condition. These two sides have been characterized as inner and outer,
higher and lower
, physical and metaphysical, and body and soul.
2
This
image of two facets of ourselves can be expressed not only as a duality
between our material or physical side and our spiritual or metaphysical
side, but also as a distinction in our ways of thinking and knowing,
such as subjective/objective, intuitive/rational and holistic/analytical.
There are also dualisms recognized in traditions such as Chinese
Taoism, with its inseparable and complementary yin–yang relationship,
yin representing emotion, the feminine and the passive, and yang
reason, the masculine and the active. The yin–yang relationship also
represents the inner/outer, heavenly/earthly or higher/lower aspects of
our humanness.
3
Also, distinctions have been made between what might
be termed our ‘scientific experience’ and our ‘aesthetic experience’, the
former being characterized as transitive, transparent, homogeneous,
specific and sequential, and the latter by their respective opposites
– intransitive, opaque, heterogeneous, totalized and rhythmic.
4
It has been said that attention to the development of the rational,
scientific, logical and verbal side of our nature tends to prevail in
our educational systems,
5
and it has certainly become dominant in
contemporary societies – overwhelmed as they are by advances in
science and technology, utilitarianism, economic rationalism and
consumerism.
6
In a world dominated by such reductionist thinking, it is
perhaps not surprising that the other side of our nature, the side that
seeks meaning and higher purpose, has been neglected, suppressed
and ill-developed in recent times, not to say disdained. The public
school systems in North America effectively ignore our spiritual side,
7
with often little or no reference to the teachings of the world’s great
religious or spiritual traditions. Spirituality, however, is seen by some
as not just an additional element but as the central tenet of a more
holistic approach.
8
Moreover, and as I will discuss further here, art
and aesthetics are closely associated with intuitive ways of knowing
and spiritual development, but education in these areas is either
absent altogether or frequently the first to be eliminated when financial
constraints lead to the paring down of curricula in schools, colleges
and universities. Today, the business world, higher education, modes
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