1 – phase one : mapping the wicked problem

mapping the wicked problem

This is our class overview after we mapped the problem individually:
Class Presentation


Our first three weeks in studio have included doing 2 presentations to fellow professors, and members of Citizens for a Safer PA. We are now moving onto see what the people who live with the issues of guns and children in Pittsburgh everyday. The first step is to identify who these people are. We are adopting a persona approach – where by each of the people represents a different stakeholder in the issue.  Once we have collected their perspectives we will then move into thinking about scenarios of interconnections between people, contexts, actions and desired outcomes for child safety.

The following are some links to some resources that may be useful to help us think about how we can communicate the discoveries in the studio

36 Maps That Explain The Entire World

Legible London Systems Architecture – Briefing Book


In order to try and design some ways to raise awareness or lead to social transformation regarding child safety with regards to guns, we have had to delve into all sorts of information, statistics, critical theory, behaviour change, place theory, public health and other design projects. We have read, listened, talked, looked, questioned, debated and wondered.

What becomes apparent as we do this, is this is a truly wicked problem. It raises issues of cultural identity and mythology, politics, gender, race, economics, design, and emotion. After this first three weeks of exploration. We then in three different groups have worked to map out the ‘problem space’. Using 3 questions to frame our thoughts –

  1. What do we know?
  2. What don’t we know?
  3. What do we need to know more about?