ABSTRACT
The central premise outlined at the beginning of this book has been used
systematically to construct an alternative view of the world to understand
how to teach the art of design. The approach has proved to be incredibly
useful pedagogically but its repercussions go way beyond the educational
milieu. Making design less elitist and more accessible, recognising the
extent to which designing is dependent on knowledge and ideas rather
than the luck of the draw, has profound implications in the wider cultural
and social realm for a number of reasons. For one thing, it offers a far
more inclusive and convincing definition of design.
