ABSTRACT
As a tool of the established community, the educational institutions attempt to maneuver students into already defined patterns which youth see as created by political and economic forces having questionable social consequences. These external forces operate in contradiction to the value structure of young people and the resultant feeling of frustration encourages negative attitudinal development toward both education and society. A good learning program must be responsive to the interests of the students. A design education program has been developed at the introductory year in the School of Design for the purposes of exploring and developing these new roles for designers. The educational goals extablished for this program are: that the student learns to identify forces exerted in the community so that he can begin to perceive the problems to which they contribute; that the student has real and transferable experiences to understand user behavior and needs, both social and physical; and so on.
