Architectural / Industrial and other applied design facets.
Schools involved in design education apply their interactive approach to education but they wrestled with an adequate philosophy that can describe them. Perhaps the ubiquity of the term ‘design’ ranging back to the Bauhaus School days into the present time have compounded its explication. The present author has devoted his research life to find some clarity into why design education managed to contravene the disposition towards splitting human thought (The Duality Syndrome) and re-unifying it with such success.
This became a generic aspect of a cognitive psychological model of ‘the design processes’. It has designers investigating why they fail to bridge the gap between their distinctive internal schema and the external map presented them from experiential and environmental sources. When they fail to induce an adequate quality of thought it is because of a tendency to split rather that interact the duality of thinking (and action).
The links below take the viewer through an amalgam of how the author arrived at the model of thought re the Duality Syndrome and where he see's education progressing.