1
课程详述
COURSE SPECIFICATION
以下课程信息可能根据实际授课需要或在课程检讨之后产生变动。如对课程有任何疑问，请
联系授课教师。
The course information as follows may be subject to change, either during the session because of unforeseen
circumstances, or following review of the course at the end of the session. Queries about the course should be
directed to the course instructor.
1.
课程名称 Course Title
设计伦理与社会文化系统 Ethics & Social Cultural Systems
2.
授课院系
Originating Department
创新创意设计学院 School of Design
3.
课程编号
Course Code
DS206
4.
课程学分 Credit Value
2
5.
课程类别
Course Type
专业基础课 Major Foundational Course
6.
授课学期
Semester
春季 Spring
7.
授课语言
Teaching Language
英文 English
8.
授课教师、所属学系、联系方
式（如属团队授课，请列明其
他授课教师）
Instructor(s), Affiliation &
Contact
（For team teaching, please list
all instructors）
Thomas Fischer
Professor, School of Design
tfischer@sustech.edu.cn
9.
实验员/助教、所属学系、联系
方式
Tutor/TA(s), Contact
无 NA
10.
选课人数限额(可不填)
Maximum Enrolment
（Optional）
2
11.
讲授
Lectures
习题/辅导/讨论
Tutorials
实验/实习
Lab/Practical
其它(请具体注明)
Other（Please specify）
总学时
Total
32
32
12.
先修课程、其它学习要求
Pre-requisites or Other
Academic Requirements
无 N/A
13.
后续课程、其它学习规划
Courses for which this course
is a pre-requisite
无 N/A
14.
其它要求修读本课程的学系
Cross-listing Dept.
无 N/A
教学大纲及教学日历 SYLLABUS
15.
教学目标 Course Objectives
本课程介绍设计伦理，它将设计确立为代表他人做出选择的实践，这通常具有广泛的系统性影响。 本课程将通过批判性阅
读、讨论和分析，考察与设计伦理相关的广泛主题，包括社会平等及其倡导、自然资源保护、文化和生物多样性、消费者
和劳工权利以及人工智能，并在更广泛的系统背景下探讨这些主题。 参加本课程的学生将在课堂上展示和讨论理论立场及
案例研究。 在此过程中，将培养学生的批判性思维和评估能力，从而推动设计进步，以美学和伦理观点来指导负责任的实
践，并能够认识到设计对于社会、文化和环境的影响。
This course offers an introduction to design ethics. It establishes design as the practice of making choices on behalf of
others, which typically has broad systemic implications. Through critical reading, discussion, and analysis, the course
examines a broad range of topics relevant to the ethics of design in broader systemic contexts, including social equality
and advocacy, natural resource protection, cultural and biological diversity, consumer and labor rights, and artificial
intelligence. Students taking this course will present and discuss theoretical positions and case studies in class. In doing
so, students are expected to develop capacities for critical thinking and evaluation that lead to design advances, to
assume aesthetic and ethical perspectives to guide responsible practice, and to demonstrate an awareness of the
social, cultural, and environmental impacts of design.
16.
预达学习成果 Learning Outcomes
完成本课程后，学生将能够：
1. 有能力发现并抓住机会，运用设计技能构思和创建未来
2. 吸收整合多学科知识，包括人文科学、社会科学、自然科学和技术
3. 具备扎实的专业技能和理论基础，胜任自主学习与设计
4. 具备批判性思维与评估的能力，引领设计前沿
5. 阐明审美和伦理的观点，做负责任的设计实践
3
6. 清楚地意识到设计对社会、文化和环境的影响
Upon completing this course, students will be able to:
• demonstrate the ability to recognize and grasp opportunities to use design skills to conceptualize and create
the future
• draw upon and integrate knowledge from diverse domains, including humanities, social sciences, natural
sciences and technologies
• demonstrate skills and theoretical foundations for self-directed designing and learning
• demonstrate capacities for critical thinking and evaluation that leads to design advances
• articulate aesthetic and ethical perspectives to guide responsible practice
• demonstrate an awareness of the social, cultural and environmental impacts of design
17.
课程内容及教学日历 （如授课语言以英文为主，则课程内容介绍可以用英文；如团队教学或模块教学，教学日历须注明
主讲人）
Course Contents (in Parts/Chapters/Sections/Weeks. Please notify name of instructor for course section(s), if
this is a team teaching or module course.)
Week
Content
1
Course introduction and overview
Introduction to Ethics in Design, Professional Ethics and Research Ethics
Reading assignments and individual seminar topic assignments
2
Group discussion of selected readings. Indicative material:
• Jeroen van den Hoven, Pieter E. Vermaas and Ibo van de Poel, eds. (2015). Handbook of
Ethics, Values, and Technological Design. Sources, Theory, Values and Application
Domains, Springer, Heidelberg.
• Cameron Shelley (2017). Design and Society: Social Issues in Technological Design,
Springer, Cham.
3
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• automation (AI, robotics)
• planned obsolescence / right to repair
• freedom of information, intellectual property rights and patent law
4
Readings, discussion and tutorials
5
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• consumerism / throwaway society
• labor outsourcing, use of global / local resources
• ocean health / acidification / plastic waste
6
Readings, discussion and tutorials
7
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• vulnerable communities, social marginalization by design
• transportation and its environmental impact
• public health and disease control by design
4
8
Readings, discussion and tutorials
9
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• everyday surveillance
• mass dislocation / migration
• carbon emissions/capture and global warming
10
Readings, discussion and tutorials
11
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• everyday surveillance
• mass dislocation / migration
• carbon emissions/capture and global warming
12
Readings, discussion and tutorials
13
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• experts vs. laypeople
• individualism vs. collectivism and implications for cross-cultural design
• design for violence and war
14
Readings, discussion and tutorials
15
Student seminars I: Theoretical framing (challenge + value(s)), case study of existing design work and
student’s own positioning. Followed by class discussion, Q&A. Indicative challenges:
• the economic growth imperative in a world with finite resources
• unintended consequences of design
• behavior change by design (enablement, influence, coercion, restriction)
16
Summary, Final Discussion
18.
教材及其它参考资料 Textbook and Supplementary Readings
Textbook:
Laura Scherling and Andrew DeRosa, eds. (2020). Ethics in Design and Communication. Critical
Perspectives, Bloomsbury, London.
Supplementary Readings:
Victor Papanek (1984). Design for the Real World. Human Ecology and Social Change. Thames & Hudson,
London.
Arup (2018). Drives of Change 2.0. URL:
https://www.arup.com/perspectives/publications/research/section/drivers-of-change
5
课程评估 ASSESSMENT
19.
评估形式
Type of
Assessment
评估时间
Time
占考试总成绩百分比
% of final
score
违纪处罚
Penalty
备注
Notes
出勤 Attendance
10%
课堂表现
Class
Performance
小测验
Quiz
课程项目 Projects
平时作业
Assignments
90%
期中考试
Mid-Term Test
期末考试
Final Exam
期末报告
Final
Presentation
其它（可根据需要
改写以上评估方
式）
Others (The
above may be
modified as
necessary)
20.
记分方式 GRADING SYSTEM
A. 十三级等级制 Letter Grading
B. 二级记分制（通过/不通过） Pass/Fail Grading
课程审批 REVIEW AND APPROVAL
21.
本课程设置已经过以下责任人/委员会审议通过
This Course has been approved by the following person or committee of authority
Professor Tom Kvan
Dean, School of Design