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. In the middle of the 20th century, students entered the field of graphic design through technical support. Under an apprenticeship…
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