ABSTRACT
Part III began by proposing the value of different forms of listening within the design process, taking Rinaldi’s (2005) description of listening as a starting point: ‘internal listening’ or self-reflection, ‘multiple listening’ across different boundaries and ‘visible listening’ in which implicit knowledge is made tangible. This encompasses key issues in involving learning communities in changes to the physical environment: how to enable children and adults to articulate their views and experiences and how to exchange these understandings with others.
