Donald A. Schön’s study of the processes of design shows how those with more experience educate the young, less experienced learner, that is, the novice. His work can be seen as a phenomenological investigation of processes, practices and experiences, which are often difficult or impossible to trace and make explicit (Schön 1982, 1987). Design processes can also be seen as a variety of experiences, narratives and schemata as theorized by British psychologist F.C. Bartlett (1995) and further developed into processual methods in creative reception (Gjedde and Ingemann 2008).