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.