“Much recent design has satisfied only evanescent wants and desires, while the genuine needs of man have often been neglected. The economic, psychological, spiritual, social, technological, and intellectual needs of a human being are usually more difficult and less profitable to satisfy than the carefully engineered and manipulated ‘wants’ inculcated by fad and fashion.”

 

—Victor Papanek (1985, p.15)

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Overview

Returning to the core of the course, we might ask: What does design ethnography mean in the context of Urban Technology (UT)? This open-ended and context-dependent question echoes Pink’s description of design ethnography as a “blended practice” (Pink, 2025; 2021). As designer-researchers, we are encouraged to embed ourselves—to blend in, immerse, and integrate within real-world contexts—to uncover implicit observations and subtle interactions (e.g., how people think and feel) that complement what people say and do, shaping their lived experiences. 
 

The course culminates in team presentations demonstrating how ethnographic listening informs urban design innovation. Particularly relevant in a time of transformation within the design discipline (Lee, 2025; Formosa, 2025), integrative design approaches are reshaping education—from an emphasis on hard and technical skills (e.g., problem-solving, CAD modelling) toward the cultivation of soft and human skills (e.g., leadership, teamwork, confidence, communication). 
 

In this course, students’ projects highlight competencies in observation, analysis, and storytelling across three scales: peoplescape, servicescape, and cityscape. Through deeper reflection, students trace their learning curve and focus from micro-level human encounters to macro-level systemic thinking, positioning ethnography as an iterative design process for fostering longevity and resilience in urban contexts. Ultimately, design ethnography becomes both a method and a mindset—an ongoing practice of listening to the world in order to redesign it.
 

Reflections

• Looking across peoplescape, servicescape, and cityscape, how has your understanding of “the field” evolved as both a site of learning and a design material?

• How will you continue using design ethnographic methods—listening, observing, interpreting—in your future projects or everyday life?

 

References

• Formosa, D. (2025). Design Education is Too Important to Be Left to Designers. Design Studies. Advance online publication. https://doi.org/10.1016/S0142-694X(25)00013-4

• Lee, S.-H. (2025). From Computation to Curation: Expanding the Boundaries of Design and Practice. Design Studies. https://doi.org/10.1016/S0142-694X(25)00069-9

• Pink, S. (2025). Visual Design Anthropology: Filming in Workshops. Visual Anthropology, 38(1–2), 49–66. https://doi.org/10.1080/08949468.2025.2510823

• Pink, S. (2021). Questionnaire: Visual Studies Now. Visual Studies, 36(3), 257–260. https://doi.org/10.1080/1472586X.2021.1970400

• Papanek, V. (1985). Design for the Real World: Human Ecology and Social Change. Academy Chicago Publishers.