My work has largely been a quest into the interdisciplinarity of human thought. The question I posed myself was how apparently disparate disciplines aggregate and have a qualitative outcome as an idea. My area of research was mainly with people who are heavily involved in interdisciplinary thinking, namely industrial designers and architects. The claim of this interdisciplinary thinking as a contingency of describing is as an integration of art and technology as a word play of a culture based statement (Snow, the Bauhaus School etc.) and does nothing but confounds describing how this occurs educationally and cognitively. Yet in splitting art and technology cognitively speaking, we might postulate a split to be occurring to attain a quality of thought. So, a representation of this cultural dualism and its split as a cognitive concept offers a great deal of fodder for research.
This website is such a search and it is one which may well be considered as a new education to resolve this split (in thought) I have coined as ‘the duality syndrome’. To achieve this requires the aforementioned design professions to thrust their educational practices beyond their succinct portals. The term ‘interaction’ is gaining a great deal of importance in design circles so why not thrust it into its own psychology?
In 1972 ICITA members made two submissions to UNESCO (International / Canberra) in their publications A Third Culture and A New Education for the development of a Foundation School and a school in Environmental Design Schooling. An unpublished third submission on visual education was also personally presented to UNESCO (France-International) - its apparent loss is yet an enigma. Now into the 21st century, the growth of such educational approaches supports the hope that design education has a much more vital and pertinent role to play in our future..