Perspective is Moving: Tactics - Ways for Shifting Perspectives in Design Practice for Ecology
Bibliographic record
Abstract
My research Perspective is Moving started with two questions. An internal one - how do I see the world? And a professional facing one - how can a design or design process contribute to shifting contemporary dualist, human-centered perspectives derived from modernity to ones that are more relational, pluriversal, and ecological? My research is a personal journey, to ponder how it is that I have been tamed by modern society, to mark out how I have adapted to these constraints and to find alternative approaches to counter them. As a way to shift my own perspective and assumption of the design process, I have applied epistemic artefacts found in modern world to my own process of cognitive recognition: Seeing-Refusing-Doing-Engaging-Embodying-Knowing-Becoming. Reflections at the end of each of these stages enabled me to identify my next steps. Generative, they became my way of finding a way forward. My early stages of research were developed through a cognitive design practice made up of actions for: Relating, Transposing, Merging, and Turning. In the second stage of my inquiry I embraced an empirical design practice made of actions that were: Engaging and Embodying. Outcomes from the early stages of my research trajectory show how flexibility and connectivity of my perspective and relationships can affect the process of designing artefacts. The second stage of my work demonstrates how I sought out ways to negotiate and communicate with nature. A specific tree, located in the public park of Vancouver plays an important role in this stage of my work – a way of connecting with nature. My work, detailed in this thesis document, provides other designers provocative tactics to think about how we live and be with nature and concurrently contribute through our work as designers. It is also an invitation to designers with limited first hand experiences in nature or ecological thinking: observe how my perspective has changed by trying the approaches and methods that I took on.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.080 | 0.051 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.005 | 0.004 |
| Science and technology studies | 0.014 | 0.075 |
| Scholarly communication | 0.034 | 0.054 |
| Open science | 0.005 | 0.024 |
| Research integrity | 0.009 | 0.012 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".