Wicked problems are a class of ‘unsolvable’ problem identified by planner Horst Rittel in the 20th century. Climate change, loss of biodiversity, depletion of natural resources and the widening gap between rich and poor are just a few examples of the ‘wicked’ problems that transition designers must address. Wicked problems are multifaceted/multi-scalar, are comprised of multiple stakeholders with conflicting agendas and because their ‘parts’ are interconnected and interdependent, there is no single solution. Problems that affect individuals at the local level are always connected to/affected by connections and interdependencies with other problems at the global scale. Understanding the anatomy (root causes and consequences) and system dynamics of wicked problems is essential to framing problems and conceiving solutions within a Transition Design context.

See Additional Resources for this class before you begin the readings.

• Is it possible to understand the entirety of a wicked problem?

• In what ways do ‘wicked problems’ manifest at multiple levels of scale (systems levels)?

• What are examples of global wicked problems that are interrelated and interdependent?

• In what ways are traditional design problems/solutions related to and embedded within wicked problems?

• How does an ability to see and understand wicked problems challenge a designer’s ability to frame a discrete problem at a lower systems level?

• Is there a design equivalent to a ‘trophic cascade’?

• Irwin, Terry. 2011. Wicked Problems and the Relationship Triad. In Stephan Harding (ed.), Grow Small, Think Beautiful: Ideas for a Sustainable World from Schumacher College. Edinburgh: Floris Books. pp 232–257

• Farrell, Katharine. 2011. Snow White and the Wicked Problems of the West: A Look at the Lines between Empirical Description and Normative Prescription. In Science, Technology and Human Values, 36: 334–363*

• Coyne, Richard. 2005. Wicked Problems Revisited. Design Studies 26: 5–17*

• Cheryl Dahle, journalist, entrepreneur and founder of the non-profit Future of Fish discusses the global wicked problem of overfishing.

• Conklin, Jeff. Wicked Problems and Social Complexity. CogNexus Institute. pp 1–25. Available online.

Cheryl Dahle is a journalist and entrepreneur who has worked at the intersection of business and social transformation for more than a decade. Cheryl is the founder of Future of Fish, a non-profit systems change incubator that works with entrepreneurs, industry and investors to create business solutions to address ocean challenges. Future of Fish over the course of many years, has conducted research to understand the global wicked problem of overfishing and has developed design interventions at multiple levels of scale to address the problem. Read more about their work on the Future of Fish website. Cheryl will talk about her work and lead a discussion with the entire student group immediately following.

See Additional Resources for this class before you begin the readings.

• Meadows, Donella. 2009. Leverage Points: Places to Intervene in a System. Solutions Journal.

• Kossoff, Gideon, Cameron Tonkinwise and Terry Irwin. 2015. Transition Design: The Importance of Everyday Life and Lifestyles as a Leverage Point for Sustainability Transitions. Paper delivered at the International Sustainability Transitions Conference, University of Sussex, UK. p 1–7.

• Berry, Wendell. 2005. Solving for Pattern. In Michael K. Stone and Zenobia Barlow (eds.) Ecological Literacy: Educating Our Children for a Sustainable World. San Francisco: Sierra Club Books. pp. 31–40*

• Tonkinwise, Cameron. 2013. It’s Just Going to be a Lotta Hard Work: Radical Sustainability Innovation. Unpublished article on Academia.

Groups will present their visual maps and discuss the connection between a problem at the local level and large, seemingly unconnected wicked problems at the global level. After a brief discussion, the class will conclude by speculating on how mapping connections between a specific/local problem and global wicked problems could be integrated into the ‘double diamond design process’. Throughout the semester Transition Design tools and approaches will be added to the double diamond framework.

• What did the mapping process produce? How is it different or a supplement to traditional design problem framing?

• What was particularly challenging or enlightening about the mapping wicked problem process? Did it change the way you think about framing design problems in terms of problem boundaries and context?

• Did you discover useful ways in which to visualize systems levels? In what ways did it enhance or inhibit discussion and understanding of the topic?

Close class by mapping an understanding of Wicked Problems onto the double diamond design process.

• Where might the skills, frames and perspectives learned in this section be most influential to a traditional design process?

The Double Diamond is a widely used visualization of the non-linear design process. Created by the British Design Council, the double diamond describes the divergent and convergent thinking designers employ in framing problems and designing well-considered, human-centered solution.

Students should submit digital files (Keynote, Powerpoint AND PDF) of their presentations along with any other relevant documentation by end of day. Clearly indicate team members and label the digital files with last name of team members in the following format: Mapping_Irwin_Kossoff.