The researchers found not only that the components and contents
of school curricula have changed over the course
of time, but also that
educational reformism, which is generally regarded as the phase
of major
educational innovations in the first third
of the twentieth century, did not have a strong
influence on this development.
Ways to describe this nascent paradigm vary — Banny Banerjee at Stanford Institute
of Design talks about «design thinking»; at the Experience Design Group in Stockholm, Rolf Hughes and I consider it as a trans - disciplinary form
of «disruptive
innovation» — but held in common is the belief that designers should be critical thinkers and strategists first, capable
of addressing cross-disciplinary problems by designing the social, political, economic and
educational «systems» that give them greater reach, responsibility,
influence and relevance.