ABSTRACT
A fundamental issue of beginning design pedagogy is a concern with how important it is to be temporally responsible when engaged in a design process. Success is dependent on the designer's attitude toward time—when the designer exercises an authentic focus of time, potential becomes evident. The pace at which one develops an attitude about design is related to innumerable variables, including, for example, how does one endure the time necessary to negotiate a formative idea? For the designer, immeasurable space and every space like it will eventually become familiar territory deserving an attentive attitude, because this is the place where discoveries dwell. Maybe design has become so technologically dependent that fashionable methodologies are adopted without meaningful preparation? When a designer is aware that design is not a spontaneous epiphany or a result of a long rumination, she can step into a spectrum of time with the honest intention to use it to her advantage.
