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1.	Nilsson, Fredrik, 1965, et al. (author) Design Education, Practice, and Research: On Building a Field of Inquiry 2014 In: Studies in Material Thinking. - 1177-6234. ; 11 Journal article (peer-reviewed)abstract 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 educationalpractice 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 theroles of professional practitioners, educators, and field-specific researchers, and argue that these “new practitioners” can contribute to a more robust, self-confident,

Nilsson, Fredrik, 1965, et al. (author)
Design Education, Practice, and Research: On Building a Field of Inquiry
2014
In: Studies in Material Thinking. - 1177-6234. ; 11
Journal article (peer-reviewed)abstract
- 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 educationalpractice 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 theroles of professional practitioners, educators, and field-specific researchers, and argue that these “new practitioners” can contribute to a more robust, self-confident,

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