Intro
Acknowledgements
Introduction
Contents
Editors and Contributors
Critical Perspectives on Design and Design Thinking
Design Thinking the Future: Critical Perspectives on Design Studies, Design Knowledge, and Education
1 Introduction
2 Design Studies and Design Knowledge
3 Design Epistemology
4 Design Praxiology
5 Design Phenomenology
6 Design Thinking
7 Inventive Practices
8 Design and Education
9 Conclusion
References
Looking Inside the Box to Think Outside It: Contextualizing Design Thinking
1 Introduction

2 Critical Review of Design Thinking
2.1 Descriptive Perspective: What It Means to Design
2.2 Prescriptive Perspective: How to Engage in Design Thinking
2.3 An Integrative Perspective
3 Integrating Design Thinking Perspectives in Teaching and Learning Practices
3.1 A GBL Pedagogy Based on an Integrative Design Thinking Perspective
3.2 The Game
3.3 Integrating Design Processes in Game-Based Learning
4 Implications for Teaching Design Thinking
5 Conclusions
References
How Designers Design and Learn in their Design Work

Learning as Subversive Design Practice: Graffiti Artists' Learning of Social Structure and Invention of Creative Expressions
1 Introduction
2 Graffiti, Street Art, and Social Structures
2.1 Graffiti and Street Art
2.2 Graffiti Artists and the Urban Space
2.3 Placing Graffiti Art in Learning Perspectives
3 Understanding the Practices of Graffiti Artists
3.1 Analytic Framing for the Practices of Graffiti Artists
4 Subversive Practices, Inventing Tactics, and Creative Expressions
4.1 Negotiating Graffiti and Personal Identities

4.2 Devising Tactics of Shuffling the Order
4.3 Subversion, Renewal and Laughter
5 Discussion
5.1 Negotiating Identities Through Reconfiguring Cultural/Social Products
5.2 Inventing, Renewing, or Subverting from the Deep Understanding of the Contexts
5.3 Becoming Political in Learning and Design
6 Conclusions
References
Designing a Future through Imaginative Responses to Arts Teaching
1 Artists in Schools
2 Creative School Ecology
3 Designing Belonging in a Welcome to Country
3.1 The Microsystem of Students' Creative and Communicative Practices

3.2 Intersections of the Artwork, the Mesosystem and the Exosystem
3.3 The Macrosystem of the Creative School Ecology
4 Designing Belonging in Room 13
4.1 Linking the Microsystem to the Other Layers
4.2 Skills and Understandings as a Cornerstone of the Microsystem
4.3 Development of the Macrosystem
5 Discussion and Conclusion
5.1 Co-Creation of Arts Processes and Arts Products
5.2 Implications for Future Arts/Design Education
References
Nature Can Inspire the Things We Make and Why It Matters
1 Introduction
2 Bio-Inspired Design
2.1 The Methodology