Abstract

In this chapter, I discuss how design educators and design students may learn from culturalCulture traditions of the Polynesian Voyaging Society, and from its “Eight Elements of Education”. I argue that this source of informal knowledgeKnowledge, combined with modern means to communicate and to collaborate can lead to new, more empathetic, ethicalEthics, and environmentally aware ways of designing. Developed by Hawaiian educators, and rooted in non-instrument maritime navigationNavigation, the “Eight Elements” are centred on traditional Hawaiian valuesValues, such as community, responsibility, and living in harmony with all living things. This system of valuesValues and practicesPractice not only resembles design studioDesignstudio education – it also has a potential to inform it. In this framework, I propose cybernetics as a way of thinking and actingActing with added dimensions of rigourRigour, critique and reflection. Way-finding across the ocean nurtures acute faculties of observation and of learningLearning environmental patterns. It also requires courage, responsibilityResponsibility, trust, and teamwork. I argue that design curricula can incorporate elements of local traditions such as building practicesPractice, materials, languageLanguage, produce, cooking traditions and customs. Similar to the transition town movement, this can build communities of design students who learn and apply their knowledgeKnowledge in local settings, based upon valuesValues such as sustainabilitySustainability, community and awareness of local resources. Design projects thereby transform into “life projects” by accepting the place of study as a home, by designing for local needs, by learningLearning about local traditions and languageLanguage, and through a commitment to lifelong learningLearning. As such they combine cybernetics and second-order cybernetics.