MEMES+GENES: Pursuing Innovation in Education & Design Through Our Natural Learning Processes

Abstract

In contemporary society, we have a species-wide tendency to congregate amongst others who are like-minded. This extends beyond simple human relationships to our educational systems and careers. While not directly threatening, I question the sustainability and effectiveness of our focus on specialization to the point of self-importance. The sense of being pleased with one’s level of ability within one frame of reference simply leads to an absence of conflict and the decay of thought. While surrounding oneself with those that are similar creates comfort and security, the discomfort and conflict bred by diversity is what brings forth innovation and growth. I posit that, much like how all of nature benefits from a diverse genetic pool, so too does conscious thought benefit from a diverse experience. This thesis aims to explore the application of memetic principles to an educational environment, encouraging the passive sharing of information with the aid of architecture and technology. It seeks to understand the differences and similarities between ‘silos’ of thought that would traditionally be taught within somewhat of a vacuum. This train of thought hopes to develop a design language that not only fosters the promise of a truly interdisciplinary education, but also elevates human thought to embrace the diversity of subjective experience and the power that such diversity brings to the concept of the societal gene pool of culture.