ABSTRACT
Ultimately, we depend on it to determine what things look like and
why and it is as much a part of designing as it is a part of criticism.
At the moment, however, the concept of a sensory modality seriously
undermines the teaching of these important skills. Exposing how the
many manifestations of visual thinking actually thwart learning rather
than encourage it, explaining how an alternative, interpretative view of
perception can be used to develop an educational rationale for teaching
visual skill as a critical endeavour, is the first stage in developing a new
pedagogical strategy.
