This is after all a manifesto enquiries into future

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This is, after all, a manifesto. Enquiries into Future Practices Better futures require new ideas and new ways of doing things but novelty cannot be easily assessed based on current knowledge. This is why this manifesto conceives of working towards better futures as a kind of design, which is centrally concerned
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with exploring, proposing and testing new kinds of arrangement. However while it continues to change and adapt, design education is rooted in creating determinate objects within craft traditions shaped by industrialization and underlying narratives of economic production and consumption (Fry 1999). Contemporary design has seen an important shift away from designing objects towards interactions, experiences, services and changed behaviours but theory and practice have so Manifesto for Designing Bett er Futures 165 far failed to engage deeply with theories of the social (cf. Ingram et al. 2007; Julier 2007; Shove et al. 2007; Fry 2009). There are some postgraduate programmes in design schools specifically concerned with futures, placing a particular emphasis on sustainability and environmental concerns (e.g., Goldsmiths 2009; Fry 2011), but they are not well connected to management theory and practice. In contrast, this M(B)A is concerned with designing better futures, rather than any specific kind of object, instantiated through practices which are understood as arrangements of bodies, minds, things, structures, processes, knowledge and agency (Schatzki 2001; Reckwitz 2002).1 Theories of practice are ways of analysing action in the world that work not at the level of individuals, explained by a person s individual purposes, intentions and interests, nor at the level of collective order, explained by social norms and values. Practice theories highlight the significance of shared or collective symbolic structures of knowledge in order to grasp both action and social order (Reckwitz 2002: 246). They describe how practices are carried by individuals in their routinized or mundane ways of understanding and moving through the world, knowing how to do things, the objects they desire and do things with, how it feels, and the structures that are (re) produced in day-to-day action. The important idea here is not simply that graduates of this M(B)A will go out into the world to design and undertake activities that shape futures, but rather that this involves changing the symbolic ordering of things, minds and bodies. Arguably, design practitioners are already adept at creating new kinds of symbolic ordering (e.g., Ravasi and Rindova 2008), but this M(B)A goes further than contemporary design education and most management education and argues that designers and managers are designing (future) practices. Three problematic concepts underpin this M(B)A and are explicit in its title.
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