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by Professor Frank Height, writing on IDE’s 21st anniversary in 2001
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It dawned on me in the early 1970s. Design education was asymmetric. We could not 1 I# w* ^9 i+ W5 z8 M
teach the whole of engineering science to art students. However, if we could recruit 2 u( w! W7 j' F" `, |
graduate engineers with latent talents in art, we could give them time and freedom ( d7 r4 c$ b7 b7 r0 O
to rediscover these natural qualities in themselves. At the same time they could
) J6 r) Z) g0 O" v( tuse their engineering knowledge to produce projects of technological depth. We
2 U0 {: v7 @2 ^( P! O! u9 ienvisaged a new cadre of designers, with a balanced professional attitude, providing a new sophistication in design.
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