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by Professor Frank Height, writing on IDE’s 21st anniversary in 20018 c) Y& r8 \( K. u* f7 ?
# Z) ]+ {6 x1 R3 r VIt dawned on me in the early 1970s. Design education was asymmetric. We could not 1 w( H( ~7 W. D/ ]! Y) i
teach the whole of engineering science to art students. However, if we could recruit
8 X% D% J* |* D7 _$ c, Pgraduate engineers with latent talents in art, we could give them time and freedom ' j$ p7 a; i0 @0 H) m" h1 b# x( y. R0 E
to rediscover these natural qualities in themselves. At the same time they could
4 k1 E: K/ S5 E2 g6 M/ Huse their engineering knowledge to produce projects of technological depth. We 1 J5 ~- {) q, H+ t5 g/ ]$ g( }* b
envisaged a new cadre of designers, with a balanced professional attitude, providing a new sophistication in design. % M7 Z; ?, o$ ^: D; s) w; c9 h, Z
3 q9 C6 M/ \! ^# J* W' |/ U3 g5 l @) K9 Y1 u m; f. a
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