The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex
problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking
methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from
the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).
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