There is an ever-widening gap between where we are going in the practice of design and longstanding assumptions about design education. I’m not talking about the often-heard debates of skills versus concepts, theory versus practice, or professional versus liberal arts education. Instead, this is about the disorienting relationship between the circumstances of 21st-century life and what and how we teach design; about the worldview of professional practice against which we devise the content and pedagogy of professional design curricula…