As one of the most literary and transdisciplinary cultural practices, speculative design has become one of the best mediums for discussing emerging technologies, the Anthropocene and the ecological crisis. When design history is merely perceived as established knowledge about the past and fails to engage in dialogue with reality or individual interaction, it often struggles to inspire students' agency in learning and willingness to deep involvement in research. Alternative design history, however, serves as a type and method of historiography that actively constructs history and alternatively imagines the past. It aims to situate historical knowledge as the context for design problem exploration rather than an end goal of education. This approach guides educators and learners to co-speculate on historical design knowledge. By ‘reversing’ specific elements of historical experience, such as gender mentioned in this article, and employing alternative imagination to form what-if scenarios and pose inquiries about existing historical facts, a distinct form of ‘counterfactual history’ emerges that diverges notably from traditional design history. Throughout speculation within ‘counterfactual history’, students can distinguish between historical facts and realities, which enables students to comprehend the construction of historical knowledge, the individuality of historical narratives, and the standpoint of historical discourse. In this way, it helps students cultivate a historical interest that ‘starts from the self’, guiding them to foster resilient historical thinking and a critical awareness of reality.

中文翻译：

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如果沃尔特·格罗皮乌斯是一名女性会怎样：另类设计史教学实验

作为最具文学性和跨学科的文化实践之一，思辨设计已成为讨论新兴技术、人类世和生态危机的最佳媒介之一。当设计史仅仅被视为关于过去的既定知识，而未能与现实对话或个体互动时，它往往难以激发学生的学习能动性和深入参与研究的意愿。然而，另类设计史作为史学的一种类型和方法，积极地构建历史并选择性地想象过去。它的目的是将历史知识作为设计问题探索的背景，而不是教育的最终目标。这种方法引导教育者和学习者共同推测历史设计知识。通过“扭转”历史经验的特定元素，例如本文中提到的性别，并运用另类想象来形成假设情景并对现有历史事实提出询问，出现了一种与传统历史明显不同的独特形式的“反事实历史”设计历史。通过“反事实历史”的思辨，学生可以区分历史事实与现实，从而理解历史知识的建构、历史叙事的个性以及历史话语的立场。这样，可以帮助学生培养“从自我开始”的历史兴趣，引导学生培养坚韧的历史思维和批判现实的意识。