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Paper short abstract

Design education’s technological worldview frames nature simply as raw resources. We must instead empower designers to be stewards of our planet’s riches. I propose integrating myth and folklore in design studies to foster reverence for our environment and inspire authentic regenerative practices.

Paper long abstract

Our current ecological crisis stems largely from a fragmented worldview that treats nature as a passive standing-reserve of resources. This paper argues that contemporary design education perpetuates this calculative stance, aligning with Heidegger’s critique of ‘enframing’ (Gestell). This dominant narrative actively obscures the intrinsic qualities and inherent nature of things in the world. To subvert this system, design education must cultivate practical, craft-based wisdom through a narrative-informed approach that fosters empathy and critical reflection. We could radically redefine the relationship between human and non-human actors by emphasizing interconnectedness, reciprocity, and reverence in the classrooms and studios. Traditional narratives have the power to create a culture of respect for resources and a critical awareness of waste. I therfore propose integrating the study of myth and folklore into design pedagogy to cultivate ecological consciousness and promote authentic and respectful regenerative design practices. By examining and internalizing such narratives, designers can deconstruct the consumerist spectacle from within and feel empowered to be stewards of a regenerative world.