1,721,179 research outputs found
Food design and food studies: Discussing creative and critical thinking in food system education and research
No full textIn the past 20 years, two new disciplines have been created and have evolved, first as two separate subjects, and now more and more interconnected: food studies and food design studies. The motive behind the recent success and popularity of education in the agri-food sector lies in the fact that everywhere in the world, the boundaries around the world of food and nutrition have widened. More attention is dedicated to communication, proximity, connections, social and cultural values, and the construction of new food systems. There is a growing need to find new ways to defeat food paradoxes (malnutrition, non-sustainable production systems and the battle against food waste, to name a few). In the past 10 years, the design method has been consolidating into the field of food. Participatory design and co-creation in food experience design became popular along with the discipline of food design. However, the interest in emerging and innovative forms of teaching models in academic and non-academic scenarios in agri-food education is increasing and becoming a challenging issue in food studies pedagogy. The learning objectives of food system education are continuously redefined with the aim of providing food experts with the necessary skills to change food systems and support more sustainable and healthier food value chains. In this article four case studies are presented in which a design approach was applied into different food system education programmes. The author of this article has personally been involved in each of the four scenarios, as a teacher and as a designer. Complex questions concerning the intersection of food system educational contexts, collaboration skills, critical knowledge production and creative approaches are considered in this article. The author presents the dimensions of critical/creative thinking in the scenarios and concludes with a discussion of the challenges and resources for food studies and design educators. The lessons learned in this article provide a starting point for discussing creativity in food system learning and education. On the basis of the analysis carried out in this article, design appears to be an interesting research method to apply to food system education, capable of creating innovative interactions between disciplines and new critical and creative mindsets for food experts. Increasing creativity and critical thinking as learning objectives in food system education will generate more sustainable food cultures and communities
Trans-disciplinary Case Studies on Design for Food and Sustainability
No full textThe volume analyzes the interconnectivity of sustainability, food, and design, demonstrating the presence of food design in various food-related fields of study. Broken into six parts, the book begins with the theory behind food and design. The following five sections include several case studies highlighting the different forms and applications of food design, including the use of food design in production and distribution, in food and restaurant businesses, in territory-identity, in social food design, and with regard to post-consumption
Body, biometrics and identity
No full textAccording to a popular aphorism, biometrics are turning the human body into a passport or a password. As usual, aphorisms say more than they intend. Taking the dictum seriously, we would be two: ourself and our body. Who are we, if we are not our body? And what is our body without us? The endless history of identification systems teaches that identification is not a trivial fact but always involves a web of economic interests, political relations, symbolic networks, narratives and meanings. Certainly there are reasons for the ethical and political concerns surrounding biometrics but these reasons are probably quite different from those usually alleged. © 2008 The Authors
Food, education and research: Towards a sustainable future
No full textEducating young people to active citizenship is becoming a priority to make better informed choices and promote sustainable behaviours. Food system information provides a good example, because the way we eat is linked to our health and the one of Planet. In Italian schools, the number of available food education modules is growing. However, most of them stress purely nutritional aspects and focus on the food system is relatively sparse. This paper presents an innovative way of teaching and develop global citizenship competences through food with a project called "We, Food, Our Planet"
Transformational design for food systems: Cultural, social and technological challenges
No full textDue to climate changes, resources availability and evolving markets, the food system is developing towards an articulated and complex ecology, with fast transformations occurring in food production, preparation, delivery and disposal. In this context, innovation is needed not just to ideate solutions to deal with a fast-changing system but also to accompany the change adopting a systemic long-term approach. We reflect on the transformational potential of design in the food sector enabled by digital technologies, one of the current major drivers of change. We define two levels of changes implying digital technologies, those that radically change the food system and those enabling changes within a given system. These levels are exemplified with case studies documented in literature and with students’ projects showing how transformational design can help grasp the complexity of current problems, and question the current status quo by facilitating a dialogue among stakeholders to stimulate behaviour change without prescrib-ing it. In this article we encourage a paradigm shift of design from craft activity to a holistic approach of systemic thinking where the designer assumes the role of promoter and facilitator of change. Reflections on challenges at cultural, social and technological levels are provided in the conclusion section
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