Learner Centered Design Education

Soumitri Varadarajan

What if teaching isn’t about delivering knowledge, but about co-creating meaning? In Learner Centered Design Education, Soumitri Varadarajan reflects on 35 years of teaching industrial design. These episodes are not lessons—they are provocations and quiet acts of unlearning. Influenced by Paulo Freire—whose work Soumitri encountered at 25—this podcast invites educators to rethink authority, embrace uncertainty, and imagine classrooms as shared worlds of discovery.

  1. Shadow Self

    -3 H

    Shadow Self

    There are two texts on Derrida, on Artaud. https://kdoutsiderart.com/tag/antonin-artaud/ - For Artaud the works are intended as weapons, not commodities, but they become commodified in any event. How then to restore, to protect, their existence as “gestures, a verb, a grammar, an arithmetic, a whole Kabbalah…that s***s on the other,” to maintain their endurance as “a machine that has breath”? How to preserve the destructive essence (and we should be clear Artaud’s intent was destructive, not merely critical) of Artaud’s project against “the museographic management of its surplus value.” As Derrida puts it: “Will it be possible to do what I am trying to do, to say ‘M***e?’ Will it be possible, either with or without blasphemy, to read and to cite ‘Shit,’ ‘Shit to art,’ to do it then as it must be done, in this great temple that is a great art museum and above all modern, thus in a museum that has the sense of history, the very great museum of one of the greatest metropolises in the new world?” ‘The Theatre of Cruelty and the Closure of Representation’: https://arts3047.wordpress.com/2017/05/08/the-theatre-of-cruelty-and-the-closure-of-representation/ - Whilst Derrida seems to be on the brink of declaring Artaud as a success story that can defy the unravelling of deconstructive theory, he ultimately finds an end to theatre of cruelty using dialectics. The very thing that would seem to make theatre succeed in a mission that texts fail is the thing that undoes theatre as an art form: its existence as transient, finite.

    30 min
  2. Chance Processes

    -6 J

    Chance Processes

    Also See Jones, J. C. (2021). designing designing (1st ed.).Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350070707 The Diceman speaks -https://www.youtube.com/watch?v=mqSeFjaEczA Wikipedia: https://en.wikipedia.org/wiki/The_Dice_Man John Cage's 4'33'' explained: The music of silence:https://www.youtube.com/watch?v=7bGU9NTJlIo John Cage 4'33":https://www.youtube.com/watch?v=JTEFKFiXSx4 John Cage about silence:https://www.youtube.com/watch?v=pcHnL7aS64Y MOMA: https://www.moma.org/magazine/articles/393 Textile artist Matthew Harris lets a roll of the dicedictate his artistic choices. We spoke to Matthew about his unique creative process, the interplay between paper and textile, and the roles that improvisation and chance play in his art practice. https://www.fibreartstaketwo.com/articles/matthew-harris Hans Arp: https://expressivemonkey.com/element-of-chance-2/ He thought that by giving up control and letting randomelements shape his art, he could tap into the heart of true creativity. Chance in Art and the indeterminacy aesthetic:https://art-newzealand.com/21-chance/ The historian Mommsen estimated that chance accounts for athird of all historical effects. Strindberg wrote a manifesto on its role in art. For the Surrealists it was a means of transcending the barriers of causality and conscious volition. Richter adopted it as a protest against the rigidity of straight line thinking. Duchamp categorised some of his works as 'canned chance'. Arp revered the law of chance as the highest and deepest of laws; as did the great physicist Heisenberg, who, in 1927, sanctified chance ina mathematical formulation. Vesna Jovanovich:https://vesnajovanovic.com/2024/06/27/meticulously-planned-chance-operations/

    10 min
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À propos

What if teaching isn’t about delivering knowledge, but about co-creating meaning? In Learner Centered Design Education, Soumitri Varadarajan reflects on 35 years of teaching industrial design. These episodes are not lessons—they are provocations and quiet acts of unlearning. Influenced by Paulo Freire—whose work Soumitri encountered at 25—this podcast invites educators to rethink authority, embrace uncertainty, and imagine classrooms as shared worlds of discovery.