[…] What you do when teaching is to engage with the new generation, which can also amplify your thinking. The educational part is really important in our practice, you can see it from the work we do on a curatorial level. Some of the works are very scholastic in a good way, didactic. […]

[…] Nowadays, all the students are really interested in material exploration, understanding where the materials come from, engaging with the community that produces that material, understanding the location and the context where the material grows, if it grows. And understanding the line of production and consumption of that object, and ultimately its life after consumption, so there is a better understanding of the ecosystem surrounding the objects. […]

[…] Yes. I want my students to be critical citizens and to be able to start their own businesses. Working on their personality, on their voices, understanding what the industry does, to be able to decide to whom they want to provide their skills, to work with. […]

[…] SE
from my last teaching sessions I realised that universities and academies are stuck in the past, and our design job today relies so much on technology and so much on thinking and systems and all that stuff and it’s a bit left out in university. […]

[…] AR
This modern fixation with conversion is quite interesting to us as a concept. It’s something we certainly have to think about when we are creating web experiences. Now we know a lot more about it. You can see through a lot of these dark patterns that these large social media companies employ. Whether it’s Adobe hiding the unsubscribe to creative cloud or Instagram using invisible algorithms to distract attention from or attract attention towards certain topics. It’s all quite fascinating, the more you understand about this. This stuff is, for me, is the foundation of what should be taught in school. Everyone should be learning media studies and semiotics. […]

[…] SE
Schools, universities, academies, need to stop thinking that they know everything. They need to teach the young generation how to teach themselves. Because it’s going so fast. No teacher, no professor in the world can keep up with the speed of inventions and new technology. It’s not about teaching a topic. Of course, we can teach the principles, but let’s just teach how you can teach yourself as well. […]

[…] You can’t run a successful office just by being a great designer. I came to realise that creativity versus management is a false dichotomy. I’ve seen inside the studios of established artists and the idea that art is some kind of free zone is a big illusion. Many artists are actually really, really great managers and know how to surround themselves with great people. Yet art school is probably the worst place to learn any of this. Why is it a taboo? […]

[…] RM
There are a lot of victims of superficial aspects of service culture, stylistic tendencies, like fables, a lot of acting, a lot of insincerity. I think all of that is driven by some kind of fear, probably economic fear, or a lack of proximity to culture and things that can be believed in. I think that’s a real problem of design schools becoming too much these institutions that are impenetrable and therefore uncultural. I would say that it’s a systemic issue at this point in time. […]

[…] RM
The alternatives need to start to be put on the table: collective learning, network learning, having the support systems, more flattening of the hierarchies that exist in design. We need to be more available for people to discuss things with us, and share our experience. […]

[…] OK
There are so many designers coming out of schools, and there aren’t that many places for them to go which are actually the kind of places that they imagine themselves in. When you have three years of freedom just exploring cultural ideas, something which is deep and meaningful, and you end up in a branding agency, or an advertising agency, it’s like: “Ugh, I’ve come out of this thing, and now I’ve been dropped into an inescapable pot!”. The one positive thing to take from that is that designers don’t necessarily come out of university and have to go into designing. You see graphic designers starting fashion brands, becoming writers, teachers, artists… […]

[…] Design should be for everybody and education should be free. Or at least affordable for everybody. […]

[…] I tell my students that no matter how good they are there’s always going to be someone less competent and less gifted than them but better equipped at selling themselves (…) then let’s make sure competent people also manage to sell work of quality. […]