Abstract
A celebrated aphorism of Ludwig Mies van der Rohe runs “I’d rather be good than interesting.” However in design discourses today, this relation has been entirely overturned. Now it is good to be interesting, indeed better than to be only “good” (which is no longer what it used to be). Reflecting on this – with reference to the work of Sianne Ngai, Mario Perniola, Robin Evans, and Mikhail Epstein – this paper considers the rise of “interesting” as a critical category and examines the sort of judgment-in-suspension that it seems to enact, addressing what issues might be at stake in it and what it means in relation to our understanding of design pedagogy.
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