Editorial

Abstract

One of the central reasons for the existence of Studies in Design Education and Craft is to open up for discussion not only issues concerning the practice but also the planning and organisation of design education. On many occasions, we have explored the ways in which the various component activities and understandings of design education can contribute to a fuller appreciation of the modern world, not only to its science and technology but also to its social and cultural activities in homes, communities, work and leisure. The Front Door Project of Pimlico School described in the last issue and further illustrated in this offers a notable example. In such ways design studies genuinely offer a heightened understanding of life. Such an understanding may be described in a meaningful way as one that is 'integrated'. Yet we have advocated caution in the use of the term integration on more than one occasion, emphasising that integration only makes sense if there are coherent th ings to integrate and that the situation in which they are brought together is appropriate.