Design Education, Practice, and Research: On Building a Field of Inquiry
Artikel i vetenskaplig tidskrift, 2014

This article reviews how the fields of architecture and design have developed during recent decades and discusses the relations and synergistic interplay between three constituent components: practice, education, and research. Design education has matured both as a field of practice and of inquiry since becoming a fully recognized component of the triadic interplay between these three parts. However, to date, these developments have mainly been discussed in terms of research and creative practice, and have not been discussed in terms of educational practice as an important, mediating factor. We argue that the three components, noted above, have become more equal with one another and more recognized in practice and academia and, further, that a phenomenon of “permeability” of various practices within the “continuum from creative practice to scientific research” has emerged. We further note that a new group of professionals combine the roles of professional practitioners, educators, and field-specific researchers, and argue that these “new practitioners” can contribute to a more robust, self-confident,

design research

dyadic practice

Architectural research

permeable practice

triadic practice

making disciplines

design practice

design education


Fredrik Nilsson

Chalmers, Arkitektur

Halina Dunin-Woyseth von Turow

Studies in Material Thinking

1177-6234 (ISSN)

Vol. 11






Hållbar utveckling

Innovation och entreprenörskap


Building Futures (2010-2018)

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