middletonism, education, and the design field

Previously we established what “Middletonism” could possibly be and defined a manifesto based around my belief systems. When thinking about the design field; how can we incorporate all these beliefs and maintain this level of freedom both within myself as an educator, but also within those who I will be teaching and influencing in the future.

We are born free. All of us.

From the moment we are born into this world, we are free. Acting as authority, society bottles up and compartmentalizes that freedom. Humans are separated by margins, class, race, intelligence, and many other factors. Like an assembly line, we are tagged and marked, ready to move onto the next stage. 

Conditioning starts early, and never stops. In a society where freedom is neutered at birth, I wish to fight to counter that culture. Choice should no longer be taken away from the equation. 

In the lens of myself, I interpret the pursuit of freedom as the escape from the system of capital. I simply want to live while being able to pursue and explore whatever and however I want, without the worry of authoritative hierarchies, the need for money, the stress of paying for what should be rightfully ours, and the fight to live.

In the lens of the educator, I do not wish to force any ideas or concepts onto those who I am teaching. They are free to do and believe as they wish, and if they are interested in exploring further I will be a more than welcoming guide. 

In the classroom, the voices of the students are paramount. 

If they do not like a project, why not change it up? Why not let that student do something entirely different from the class if they wish? Who says we need to stay strict and firm with every person at all times.

Create empathy within each other.

There is a common myth revolving around the belief that people who think like myself are radicalized by politics and other radicalized thinkers around us. Although it is true that we learn from all things around us including propaganda, familial values, social conditions, etc. There is a simple reason for this line of thinking.

Empathy. Basic human empathy.

I did not get “radicalized” by reading leftist leaning literature, in fact I didn’t get to those books until well after. I got “radicalized” by watching bombs fall on innocent children. Is it so extreme in this modern society to feel for someone other than yourself or your family?

When I look to the east and see bombs fall, the south to see hurricanes rampage, the west to see people starving, and the north to see ice caps melt. I looked at the world and the world was crumbling, I wanted to know why. I was angry, I was sad. 

Are you not sad? Are you not angry? Do you not wish to understand why all this is happening?

In an educational setting, I think it’s very important to give a real and accurate depiction of the world these young students are going into to work, live, and possibly make change. 

Slacktivist design projects that leave no deeper meaning other than to pursue a surface level issue for a grade as a sense of validation from your “master” are not welcome in my classroom. If you are pursuing design as activism, actual research and dedication is an absolute necessity.

Reach for a world without constraints.

The cliche of the schooling system is that it teaches you that every person can be whatever they want to be. An astronaut, an engineer, an artist, whatever you wish is within your reach.

Reality, however, tends to disagree.

This illusion of choice ignores the millions of problems the world faces. For every hope and dream students may have rises more issues and constraints. Consider the challenges of an oppressed minority to become an astronaut, let alone the conditions they may have grown up in providing proper education to be allowed to get into a good college. The strings of privilege are thin and hidden, but ever still present.

Realistically, the dream of being whatever you want to be is always going to be myth as long as we live in capital. The system needs its slaves, those working minimum wage to keep the cogs of modern society moving. How ironic to spout these ideals of freedom to the children in which you fully intend to keep working forever; in debt or in grocery stores.

Break down the barriers of capital.

Bridging from the last section, we need to separate our lives from the grips of capital. In this system it is completely understandable to just wish to make a living. To hope to be well off enough that the capitalism pill is a little easier to swallow until retirement.

However that is not the only path, understanding there are other career paths outside of the traditional designer was not something I had the privilege of learning until I got to masters school, so I spent my time learning traditional logo design and publication with the intention of working for a boss or corporation. 

Writing, Art, Activism and all felt infinitely far away.

For students I want to make sure this is understood as an option early. That you can be more than a corporate shoe–shiner with your career. That there are educators, critical thinkers, writers, and more. Students should be taught to be prepared for corporate work (It would be cruel to not teach that and throw them into the field), but also given the opportunity of expanding their personal work and interests.

We must respect the time and freedom of the students. We must recognize that there are issues outside of the classroom that they could be facing. We must recognize that they may be taking 6 other classes and juggling a job out of necessity. We must change accordingly to each student's needs, not push their needs into a mold of our making.

Something not common in the undergraduate space and sometimes lost even on the master level.

Never stop learning; Nobody does.

A common misconception that seems to be present all too often is the idea that the teacher in the classroom is a master, here to impart their knowledge upon the student as a one way relationship. Paolo Friere called this “The Banking Model of Education.”

My major problem with this model is the idea that the teacher as master in this situation believes they can not be wrong, thus creating an environment where students are creating work in pursuit of the personal aesthetics and beliefs of the master. This cuts off creativity in favor of fast reproduction and the chasing of validation.

An educator never stops learning. They are only human as well. They are not the leading authority on the field, they simply spent their time learning to get where they are now. The problem of ego steps in, experience, accomplishment, and age becomes a weapon of infantilization.

This removal of this hierarchy will create issues of course, any change will. However, a classroom without hierarchy may find a greater sense of purpose and education. 

The mental state of students is as important as their careers, and by showing them that we are also vulnerable and cognizant of these problems, we may be able to begin making the world a little better.

Respect and use all forms of media.

Growing up in the age of technology, I recognize that some of the greatest lessons I’ve learned have come from within the digital world. Music, Games, Art, Literature, Manga, Anime, Movies, etc. There is intention and motive behind all pieces created by the hands of humans.

Academia seems to discredit many of these options as sources, seeking only refuge in its traditional means of education through classic literature and the occasional film. Although it’s gotten a lot better now, there’s still possibly a level of the student being uncomfortable with the idea of converting these topics due to a past experience with it.

Every person experiences media differently, some may become extremely deeply immersed in it and start to analyze every part. Even if we fail to understand or lack context, is it right to invalidate their experiences? 

Some people learn better in control of a character rather than reading about them on a page, and that’s a perfectly valid form of learning.

Write to change perspectives.

I was not born to hold a gun. Nor was I born to kill another being. My idea of revolution is a little different, instead I write to bring forth new perspectives and foresights into the world that may help to slowly create change in our field and outside of it.

A lot of the discourse in modern society comes from a lack of understanding. It takes a lot to step into the shoes of another person and see things from their point of view. Once you add the spices of your personal beliefs, a wall is created between you and the other side.

This is not to say that some are beyond mutual understanding. There are times in life where beliefs had to be fought against, such as the rise of fascism in the 1940s. The wave of fascism feels as if it is rising again, and it is truly terrifying.

If I can use my writing and unique perspectives to help change the views of even one reader, then I have accomplished something worth fighting for.

Aim to create personal revolutions.

I want my readers, students, community, friends, and family to walk away with these new perspectives and outlooks on life, and then use that to attempt to the people in their life in a similarly meaningful way. I call these personal revolutions.

In the classroom, these revolutions can come in the form of new ideas and furthering a collaborative effort towards a new, more healthy classroom environment mixing all of the ideas from before. Fostering growth and community among those who I am advising towards their futures. Perhaps change will happen, perhaps something will come out of it all.

Realize that this is not a selfish act.

There exists a feeling of selfishness, or indulgence within the idea of believing both my work and my teaching can have such an impact. Or that I am not just rambling to myself, bitter about the world and hoping desperately for change.

In these moments, I have to let go of these thoughts and remind myself that I am here.

That it is not selfish to act out of self interest when it is not at the expense of another. 

It’s okay to believe in myself and my ability. 

It’s okay to be upset at the systems around me.

It’s okay to talk about subjects beyond the design field. 

It’s okay to make mistakes, to not be perfect.

It’s okay to wish to…

Be Free.

That is the Middleton manifesto. or at least a first draft of it? To claim to ever be finished would be contradictory to the lessons I teach myself. Slowly my point will grow sharper, my words imbued with more direct intention. I am always learning, and I am always attempting to improve.

This is what it means for me to pursue freedom.