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Design, thinking thinking, 
engineer by Steven McCarthy 

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independent scholar and 
University of Minnesota, 

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professor emeritus originally 
published by the aiga design, 

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Educators community, and 
Michigan. 

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Publishing in dialectic volume 3
issue. 

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One read by leash on Wong 
abstract. 

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The methodology of design 
thinking is pervasive across 

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design disciplines and to some 
degree business culture with 

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many Me crediting its Origins to
The hasso plattner Institute of 

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Design. 
The D school at Stanford 

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University. 
The d.school was preceded. 

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However, by Decades of 
curricular Innovation Studio, 

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practice, and research by 
faculty, and Stanford's 

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Department of mechanical, 
engineering and Department of 

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art as they hosted The Joint 
graduate program in design three

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engineering, professors, in 
particular, developed Concepts 

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in Creative engineering, visual 
thinking, and conceptual 

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blockbusting, that will be Known
to be foundational to design, 

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thinking their ideas, influence 
Stanford design, alumnus David 

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Kelly. 
Whose company idea brought 

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design thinking to corporations 
and institutions globally 

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introduction design. 
Thinking has emerged over the 

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past decade, as the design 
disciplines major movement, the 

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darling to a degree of 
Education, corporations and 

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various institutions in design 
thinking is Broad purview lay. 

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People gain abilities and 
creativity problem-solving, user

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centeredness, the iterative 
process feedback loops 

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prototyping and other aspects of
thinking like designers. 

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Design thinking has become a 
familiar term to people who have

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never heard of the design 
discipline. 

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It is hoped even promised by 
those. 

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Most Evangelical about the 
approach that designed thinking 

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can tackle society's. 
Most intractable problems design

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thinking is a concept whose 
origin story is largely 

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associated with Stanford 
University's hasso plattner 

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Institute of Design, the 
d.school for emphasizing designs

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iterative process across 
academic. 

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Disciplines the DC school's 
founder is alumnus David Kelly, 

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who also applied design, 
thinking to the corporate 

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world's challenges through his 
company idea, a global design 

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Powerhouse, yet the d.school in 
interdisciplinary collaborative 

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Workshop environment, that does 
not Grant degrees began in 2005,

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almost 50 years after Stanford's
Departments of mechanical, 

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engineering and art created The 
Joint program in design graduate

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degree. 
The Joint program in design 

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offered master of science 
degrees for those pursuing an 

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emphasis in product design 
through mechanical engineering 

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or the master of Fine Arts 
degree was for students, 

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creating graphic and visual 
designs through ART, the 

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department of Art and computer 
science. 

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Also, collaborated on a 
short-lived program in digital 

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typography during the 1980s. 
Although graduating only five 

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students, its impact was 
transformative. 

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Adobe's. 
Seminal type designs were 

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created. 
Created by several Stanford 

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alumni. 
This paper will reveal the 

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origins of design thinking at 
Stanford roots, that have a 

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direct connection to today's 
fascination with the movement in

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particular, the ideas and 
philosophies of three mechanical

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engineering design, professors 
will be analyzed and 

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acknowledged as foundational. 
These are John Arnold's, 

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Innovative creative engineering 
curricula and symposia the route

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of design thinking. 
Bob mckimson emphasis on 

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imaginative visual thinking, and
Jim Adams is tools and 

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techniques for achieving 
conceptual blockbusting. 

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The latter two published books 
mckimson experiences and visual 

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thinking 1972. 
And Adams is conceptual 

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blockbusting 1974 to further 
their ideas and are summarized 

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here Arnold's. 
Writings from the late 1950s 

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were gathered by scholar, 
William Clancy, and published 

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posthumously as creative. 
Engineering promoting Innovation

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by thinking differently, 2017. 
Consideration of these Scholars 

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historical Malia the 1950s, 60s 
and 70s is necessary to 

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contextualizing, their 
intellectual contributions to 

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the foundations of design 
thinking. 

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The hasso plattner Institute of 
Design at Stanford University. 

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The d.school thanks in part to a
gift of 35 million dollars by 

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German industrialists. 
Hasso plattner, The hasso 

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plattner Institute of Design at 
Stanford University, the 

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d.school exists as 
project-based. 

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Connective tissue to students 
from all corners of Campus 

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students coalesce, around topics
problems are opportunities in 

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small agile teams that are Led 
by faculty facilitators. 

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In this context, they are 
introduced to design thinking 

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empathetic need finding 
brainstorming and 

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conceptualizing deferring, 
judgment sketching, and 

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visualizing the iterative 
process prototyping, user 

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testing refining and being 
entrepreneurial some teams 

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projects, advance to attracting 
startup venture capital or to 

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manufacturing and marketing to 
Consumers. 

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The d.school began to codify its
methods and make them available 

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in open source, formats, in 
2009, in one document, The 

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d.school Bootcamp. 
Boot leg. 

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So named after the D schools 
introductory design thinking 

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bootcamp course 7D mindsets were
listed one. 

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Focus on human values to show. 
Don't tell three create Clarity 

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from complexity for get Mental 
and experiential five be mindful

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of process, six bias towards 
action and seven, collaborate 

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across boundaries. 
The document then provided five 

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modes each with page length, 
definitions empathize Define 

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ideate prototype and test a list
of methods followed which were a

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series of tactical approaches 
like brainstorming point of view

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composite character profile. 
More commonly referred to as 

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Persona Journey Maps, interviews
and more use of the term D 

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mindsets Brands, the methods 
with the Stanford d.school. 

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The school's, lower case D, for 
design. 

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Lowercase type in this context, 
likely means, informal welcoming

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intellectually, non-threatening 
and easily accessible to those 

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without deep design, 
engineering, or art backgrounds 

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mindset. 
Also relates directly to 

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cognition, to thinking, to 
create Clarity from complexity, 

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might require deduction or 
synthesis to be mindful of 

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process. 
Invites, the notion of 

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metacognition. 
Thinking about creative 

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thinking, as Adams, advocates in
conceptual, blockbusting show 

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don't tell emphasizes the visual
and tangible over the oral a 

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central tenant of mckimson 
experiences in visual thinking 

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it is asserted by Kwang and 
fabricant in their book. 

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User-friendly that the D schools
approached with a curriculum 

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based on ideas. 
Methodologies spring largely 

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from Kelly successful business, 
indeed, Kelly's initial 

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curricular. 
Puzzle for the d.school was 

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written to his mechanical 
engineering colleague rule fast.

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Then the product design program 
chair from his D. 

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Cali at idea.com. 
Email address idea, was 

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preceded. 
However, by Decades of Stanford 

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design faculty, who also 
considered the realm of human, 

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cognition, and behavior, and 
designing in 2002, three years 

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before the DC school's founding.
It was acknowledged that ideas 

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growth and success. 
Did it great deal to I'm the 

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viability of Professor, Robert 
mckimson Vision these mechanical

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engineering professors primarily
educated product designers. 

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Some of whom went on to design 
Apple's, first Macintosh, 

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computer and mouse among much 
else. 

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While those studying visual 
design, did their degrees. 

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Through the department of art, 
one was the creator of the 

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original Google logo. 
Another an oscar-winning film 

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art director, regardless core 
faculty, and courses were shared

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by By the disciplines of 
engineering and art with the 

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understanding that a balance 
between objectivity and 

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subjectivity, rationality, and 
intuition and function, and 

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expression would lead to better 
designs. 

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The hasso plattner Institute of 
Design at Stanford University, 

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is the result of an evolution 
that began in the late 1950s and

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continues today. 
John Arnold and creative 

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engineering. 
To bolster the engineering leg 

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of design, studies at Stanford, 
the university hired, 

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Massachusetts Institute of 
Technology. 

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Associate professor, John Edward
Arnold in 1957 with joint 

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appointments in mechanical 
engineering and The Graduate 

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School of Business. 
Arnold had distinguished himself

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as an Innovative teacher at MIT 
with his focus on Creative 

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engineering. 
A blend of psychology business 

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science fiction invention and 
synthesis too many in the 

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discipline of engineering. 
At the time. 

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His methods were unorthodox even
radical yet. 

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Stanford offered Arnold a 
receptive. 

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Environment. 
Arnold was brought in as a full 

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Professor a promotion. 
He had been denied at MIT. 

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What novel approach to teaching 
engineering that Arnold used at 

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MIT but not at Stanford was his 
Arcturus for project to 

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challenge his students. 
He created a fictitious 

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environment on planet that was 
populated by creatures. 

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Covered with feathery type fur 
who had long three-fingered 

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arms, three eyes one. 
I employed x-ray vision and who 

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breathed methane gas complete 
with project briefs printed on 

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designed letterhead of the 
Assets, Intergalactic Traders, 

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Incorporated and other 
fictitious, entities, Arnold, 

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created a world that has 
students could not take for 

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granted. 
This was an acclaimed, but 

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highly idiosyncratic teaching 
methodology intended to jolt his

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students out of their routinized
formula based problem-solving 

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habits. 
Question, observe associate 

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predict was the sequence 
advocated by Arnold to achieve 

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creative engineering, the phrase
was letter The wall behind him 

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in a photograph published in an 
article titled. 

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The course were students lose 
Earthly shackles in Life 

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Magazine on May 16th 1955. 
The other prop was an open 

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wooden crate labeled Arcturus 
for with a three-fingered limbs 

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sticking out. 
Arnold's leveraging of 

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irreverence publicity and 
contrarian ISM. 

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Peyton popular to the Chagrin of
some MIT colleagues. 

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Because of his experience at MIT
and his mid-career seniority 

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Arnold assumed a leadership role
in design at Stanford. 

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He began developing design 
courses for the Department of 

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mechanical engineering, and he 
continued to offer the summer 

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seminar that he started at MIT 
titled creative engineering, 

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this seminar brought seminal 
thinkers from different 

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disciplines together and 
advanced Arnold's own ideas 

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about creative engineering. 
One of the aims of creative 

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engineering is to bring about a 
union. 

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Between the physical sciences, 
social sciences, and the Arts. 

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In a statement, that sounds 
prescient of Stanford's current 

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emphasis on design thinking 
Arnold Road in 1959. 

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In order to be creative Mastery,
in the use of process is more 

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important than the type of 
problems that you work on. 

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William Clancy. 
A Stanford trained computer 

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scientist and former NASA 
researcher who presently lives 

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in John. 
Arnold's, former house in 

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Portola Valley, California 
wrote. 

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He formed basic questions about 
Society. 

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Bloom's engineering and thinking
he predicted that a new pedagogy

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could develop a new capacity to 
innovate such that thinking 

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differently about the world 
materials and methods could lead

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to breakthrough, solutions to 
large-scale practical problems. 

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Creative, engineering promoting 
Innovation by thinking 

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differently. 
Arnold's theories is compiled 

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and edited by Clancy. 
Reveals. 

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Arnold's definition of the 
creative process, which Assisted

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of four criteria, one, the 
creative results must be a 

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superior combination and not 
merely differentiation for its 

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own sake. 
To the result must be tangible 

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and have material properties and
not simply be a concept 3, it 

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should be future-oriented and 
useful to society functional 

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rather than recreational. 
And for it should have a value 

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in which the sum is greater than
the total of the parts. 

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It's worse energy through 
multiplicative effect. 

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John Arnold's, creative, 
engineering, seminar of 1958 

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featured by invitation a 
promising young engineering 

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design instructor Robert Bob 
mckimson, a year later McKim 

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presented a paper at the seminar
titled designing for the whole 

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man in it. 
He criticized the utter lack of 

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human value and much 
contemporary architecture and 

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product design. 
McKim emphasized that humans 

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physical intellectual and 
emotional needs must be 

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considered by Designers, and 
that these needs exist in the 

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context of natural and cultural 
environments. 

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He also blasted the automobile 
industry in particular, for the 

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quote, reams of market research 
statistics, that they used to 

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justify surface styling over 
user comfort and safety. 

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McKim took over leadership of 
the product design program in 

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1963. 
After John Arnold died of a 

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heart attack at age 50 near 
Venice Italy while on sabbatical

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leave. 
McKim evolved Arnold's creative 

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engineering concept into his own
theories about visual thinking 

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Bob mckimson and visual thinking
McKim published his book 

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experiences in visual thinking 
in 1972 a couple of years. 

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After developing the mechanical,
engineering course, Amy 101. 

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Visual thinking the course and 
the standard product design, 

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curriculum in general, provided 
McKim with an active laboratory 

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of students to test his ideas. 
And the fever was returned 

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experiences in visual thinking 
became recommended reading of 

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Stanford, engineering, and art 
design students. 

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Perhaps the Bible of the 
program. 

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McKim epically advances a visual
thinking curriculum according to

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scholars in the article 
theoretical foundations of 

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design, thinking part 2, Robert 
H. 

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McAdams need based design 
Theory. 

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In 1968, the term visual 
thinking was initially used in 

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the description of McCain's 
mechanical, engineering course, 

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rapid visualization a year 
later, Amy 102 visual thinking 

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was offered for the first time 
and in 1970, the course number 

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was changed to a me. 101, its 
current designation, 50 years 

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later. 
And it was co-taught with 

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Professor. 
Jim Adams. 

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Emmy 101. 
Visual thinking has since 

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achieved legendary status as the
design programs. 

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Gateway course, it is. 
One of the oldest courses on 

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campus and is also a requirement
for every mechanical engineering

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major. 
The Kim's experiences and visual

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thinking is an academically 
rigorous book that draws from 

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the fields of psychology 
neurology. 

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Semantics, arced and perception.
He cites some of the generations

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major thinkers such as 
psychologist Abraham, Maslow 

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physician and author. 
Edward de Bono and art theorist,

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Rudolf arnheim acknowledging, 
the latter's influential 1969, 

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book visual thinking Kim's 
acknowledgement section. 

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He said, my greatest debt is to 
the late professor. 

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Johnny Arnold who not only 
suggested that, I develop a 

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visual, thinking course at 
Stanford, but also influenced Me

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by his pioneering efforts to 
educate productive thinking 

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experiences in visual thinking 
has five chapters background 

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preparations, seeing imagining 
and idea. 

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Sketching with each chapter 
having multiple subsections. 

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But Kim began by discussing 
thinking itself establishing its

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pervasive. 
And integrative qualities. 

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He asserted that people are 
always thinking that thinking is

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physical, not just mental and 
that thinking involves feelings.

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As the mind-body dichotomy is 
false. 

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So is the one that separates 
thinking, from feeling the 

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character of your thinking is 
always colored and directed by 

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your emotions and motivations to
achieve productive. 

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Thinking the type that leads to 
creative actions, McKim offered 

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three, foundational conditions. 
People need a challenge or 

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impetus people need information 
and people need flexibility. 

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This last condition must be 
applied to thinking's levels 

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operations and vehicles levels 
are defined as conscious 

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subconscious and unconscious 
mental States operations, refers

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to the cognitive approaches of 
analysis synthesis induction and

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deduction, and vehicles are 
thinking conveniences, like 

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languages emotions, and sensory 
imagery McKim concluded. 

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His ideas on The Thinking by 
stating that learning to think 

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visually is an Experiential 
Endeavor. 

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The resides in each individual 
and that it can best be attained

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through considered reflection 
and introspection. 

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The Kim went on to describe and 
show the interacting nature of 

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seeing drawing and imagining on 
graphic ideation versus graphic 

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communication. 
He emphasized the differences 

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because thinking flows, quickly,
graphic ideation is usually free

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hand impressionistic and Rapid, 
because communication to others 

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demands. 
Clarity graphic communication is

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necessarily more formal explicit
and time-consuming education 

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that stresses graphic 
communication, and fails to 

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consider graphic ideation can 
unwittingly a visual thinking 

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experiences in visual, thinking 
has many visual examples and 

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some teach the reader through 
heuristics were learning by 

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doing visual tests and puzzles 
challenge the reader to engage 

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00:19:07,800 --> 00:19:12,100
directly with material such as 
Learning patterns noticing 

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closure, sorting and 
categorizing and exercising 

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short-term memory. 
McKim makes Gestalt Theory 

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accessible and evidence in the 
book section, on ambidextrous 

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thinking McKim avoided 
assigning, too much importance 

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to Binary Notions of symbolic, 
right and left handedness and 

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too strict divisions between the
brains hemispheres McKim 

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advocated for internal transfers
between the so-called rational 

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and intuitive brain halves and 
for Building Bridges to 

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integrate the artist and 
scientist within each one of us 

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later in experiences and Well, 
thinking McKim was critical of 

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Elementary. 
And secondary education is over 

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emphasis on Reading Writing and 
arithmetic because neglecting 

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drawing and other visual 
Expressions creates, massive 

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visual. 
Atrophy, to prepare for 

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Effective, visual thinking, but 
Kim recommended. 

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00:20:05,900 --> 00:20:09,700
Obtaining various drawing tools 
and supplies, plus a camera and 

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an image projector. 
He acknowledged the eventual 

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role of graphic computers. 
He also thought it beneficial to

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put oneself in. 
To a state of relaxed attention.

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00:20:19,700 --> 00:20:24,100
This could include meditation 
stretching massage and deep 

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00:20:24,100 --> 00:20:27,700
breathing. 
In the seeing chapter became 

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address the sense of visual 
perception. 

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Point of view and stereotyped 
vision. 

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He promoted both free doodling 
and discipline doodling as forms

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of seeing by drawing. 
Using other senses to compliment

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vision is also valid. 
He claimed tactile auditory 

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taste and olfactory. 
Sensations, provide information 

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that can be visualized, perhaps 
three or more gestural. 

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Or expressive sketches. 
Experiences and visual thinking 

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provide some typical drawing 
advice about line shape value 

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00:21:04,100 --> 00:21:08,200
perspective, proportion and 
foreshortening, for example, but

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this was already well furrowed 
ground McKim focused Less on 

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technique and Method and more on
why drawing is important to 

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design. 
Drawing makes the imagination 

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manifest inside the Mind's Eye, 
whether through memory stimulus,

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illusion fantasy reality. 
Or other cognitive structures 

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humans are free to imagine McKim
also included dreams. 

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And hallucinations is valid 
influences on the imagination 

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and stress that Here. 
And Now sensory experience is 

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essential to vital imagination. 
Idea sketching the final chapter

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in experiences in visual 
thinking takes theories of 

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visual thinking, graphic 
imagery, seeing and imagining 

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into a concrete realm. 
Sketching harnesses interior, 

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00:21:56,900 --> 00:22:01,200
mental processes to tangible 
outcomes, making ideas into 

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images images, that lead to 
products and other designs. 

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00:22:07,300 --> 00:22:11,000
But Kim explained his sequential
Express test cycle. 

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Iterative design, process ideas 
are expressed in tangible ways, 

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then evaluated for feasibility. 
And finally, cycle back through 

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a feedback loop for revisions. 
The initial rounds of this 

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process are Divergent 
exploratory and lateral, even 

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wild and risky. 
While the latter iterations 

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begin to converge towards 
refined results, McKim 

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emphasized, quantity over 
quality. 

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Earlier rounds of etc' and 
encourage designers, to maintain

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a process journal or idealogue 
even by your bed, ready to 

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record an Insight gained by a 
dream. 

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The etc' acronym is also the 
abbreviation for ETC and McKim 

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takes advantage of this to 
remind readers of the ongoing 

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iterative quality of Express. 
Test cycle. 

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Experiences and visual thinking 
ends on a highly visual note. 

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The last 30 pages are so are 
packed with examples of sketches

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00:23:08,800 --> 00:23:12,500
renderings Doodles the book 
depicts images by artist 

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00:23:12,500 --> 00:23:16,300
engineer Leonardo DaVinci film 
director Federico Fellini 

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architect Paolo soleri inventor 
Thomas Edison artist. 

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Pablo Picasso and industrialist 
Henry, Ford among many others to

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full spreads to the biomimicry 
drawings of Nancy's trouba, our 

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work scroll. 
Into a Cascade of Contours 

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shapes patterns and notes that 
reference apparel, or perhaps 

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jewelry design and procedures, 
today's interest in wearable 

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00:23:40,800 --> 00:23:44,600
technology. 
Simultaneously figurative 

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expressive and Abstract, it is 
the work of an accomplished 

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visual thinker. 
Making strube has work. 

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Emblematic of McInnes 
philosophies as a design 

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artifact itself. 
The paperback book has an 

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approachable horizontal format 
and graphically stylistic of the

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early 1970s. 
Its cover features, a full 

385
00:24:04,500 --> 00:24:07,800
bleed, black and white, 
photograph of an enlarged, human

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00:24:07,800 --> 00:24:10,900
eye, under the finally line 
geometry, of white concentric 

387
00:24:10,900 --> 00:24:14,600
circles. 
Fact is both humanistic and 

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scientific natural and 
hallucinatory. 

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00:24:18,600 --> 00:24:21,200
Experiences and visual 
thinking's title is set in 

390
00:24:21,200 --> 00:24:24,800
lowercase Cooper, black a chubby
and friendly typeface. 

391
00:24:24,800 --> 00:24:28,300
That was popular in the era and 
printed in a Colour similar to 

392
00:24:28,300 --> 00:24:32,900
Dijon mustard inside the book, 
Texas set in three columns per 

393
00:24:32,900 --> 00:24:37,100
page and the ubiquitous Sans 
serif font helvetica with Cooper

394
00:24:37,100 --> 00:24:41,300
black headings and page numbers 
throughout images are plentiful.

395
00:24:41,900 --> 00:24:46,600
McKim stone is well-informed and
encouraging about experiences in

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00:24:46,600 --> 00:24:48,200
visual thinking, but Kim's 
death. 

397
00:24:48,400 --> 00:24:50,200
Men of mechanical engineering 
colleague. 

398
00:24:50,200 --> 00:24:54,800
Jim Adams wrote it, is fun to 
read and deceptively profound. 

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00:24:56,000 --> 00:24:59,200
Besides his work at Stanford 
experiences in visual thinking 

400
00:24:59,200 --> 00:25:01,700
is Bob mckimson major 
contribution to design 

401
00:25:01,700 --> 00:25:05,600
education. 
McKim co-founded The Joint 

402
00:25:05,600 --> 00:25:09,000
program and design in 1958 with 
mechanical engineering 

403
00:25:09,000 --> 00:25:12,700
colleague, John Arnold, and with
art colleague, Matt Kahn. 

404
00:25:13,500 --> 00:25:17,200
He was a professor and advisor 
to David Kelly in the mid-1970s 

405
00:25:17,200 --> 00:25:20,300
and a major influence on Kelly 
personally and professionally. 

406
00:25:20,300 --> 00:25:25,800
The design thinking movement and
indeed Kelly himself stands on 

407
00:25:25,800 --> 00:25:30,100
the shoulders of my Kim's, 
Research into explanation of and

408
00:25:30,100 --> 00:25:34,100
use of visual thinking, Jim 
Adams and conceptual block 

409
00:25:34,100 --> 00:25:38,000
busting mechanical. 
Engineering Professor James, L. 

410
00:25:38,000 --> 00:25:42,900
Jim Adams, wrote conceptual 
block busting in 1974, two 

411
00:25:42,900 --> 00:25:45,200
years. 
McKim published experiences. 

412
00:25:45,200 --> 00:25:49,200
And visual thinking subtitled a 
guide to better ideas. 

413
00:25:49,400 --> 00:25:52,300
Conceptual block busting is 
concerned with creativity, 

414
00:25:52,500 --> 00:25:56,000
conceptual thinking, problem, 
solving, human cognition and 

415
00:25:56,000 --> 00:25:59,800
behavior, and organizational 
structures that enable or impede

416
00:25:59,800 --> 00:26:02,300
Innovation. 
The first edition of the book 

417
00:26:02,300 --> 00:26:06,700
has seven chapters introduction,
perceptual blocks, emotional 

418
00:26:06,700 --> 00:26:09,300
blocks, cultural and 
environmental blocks, 

419
00:26:09,600 --> 00:26:12,800
intellectual, and expressive 
blocks alternate, thinking 

420
00:26:12,800 --> 00:26:14,700
languages. 
Has and all kinds of 

421
00:26:14,700 --> 00:26:18,500
Blockbusters. 
The 1979 edition, added groups 

422
00:26:18,500 --> 00:26:21,300
and organizations. 
The book contains numerous 

423
00:26:21,300 --> 00:26:24,800
exercises and problems, which 
atoms encourages the reader to 

424
00:26:24,800 --> 00:26:28,900
complete to make it much more 
meaningful and much more likely 

425
00:26:28,900 --> 00:26:31,700
to influence your thinking, Adam
spends. 

426
00:26:31,700 --> 00:26:35,000
The first two-thirds of the book
on the mental walls between 

427
00:26:35,000 --> 00:26:38,600
people and ideas and the final 
third on possible techniques for

428
00:26:38,600 --> 00:26:43,400
overcoming conceptual blocks. 
The book stone is anecdotal and 

429
00:26:43,600 --> 00:26:47,100
Rich would stories cases and 
rhetorical questions. 

430
00:26:47,600 --> 00:26:51,000
A little disconcertingly. 
Adam speaks in first person 

431
00:26:51,000 --> 00:26:54,000
first person, plural second 
person, and third person, plural

432
00:26:54,000 --> 00:26:57,700
voices throughout conceptual 
block busting illustrations, are

433
00:26:57,700 --> 00:27:01,400
plentiful, but lack captions, 
the pictures are referred to in 

434
00:27:01,408 --> 00:27:05,300
the text. 
In a chapter perceptual blocks 

435
00:27:05,300 --> 00:27:09,600
Adams, discusses short and 
long-term memory sensory input. 

436
00:27:09,600 --> 00:27:13,800
And stereotyping seven pages are
devoted to the classic 

437
00:27:13,800 --> 00:27:17,500
visual-spatial challenge of 
drawing is few straight lines as

438
00:27:17,500 --> 00:27:21,100
possible to connect a three by 
three grid of nine dots. 

439
00:27:22,000 --> 00:27:23,900
When players think outside of 
the box. 

440
00:27:23,900 --> 00:27:27,700
That is the grid itself. 
Myriad unorthodox Solutions are 

441
00:27:27,700 --> 00:27:31,000
possible. 
Adams, Even allows readers to 

442
00:27:31,000 --> 00:27:34,300
tear a page out of conceptual 
block busting in order to 

443
00:27:34,300 --> 00:27:37,100
attempt the fiendish solution by
Rodney, W. 

444
00:27:37,100 --> 00:27:42,300
Supple, who is in Adams 1955, 
Caltech graduating class, and is

445
00:27:42,300 --> 00:27:45,900
one of atoms as oldest friends 
which requires folding the grid 

446
00:27:45,900 --> 00:27:48,000
paper prior to connecting the 
dots. 

447
00:27:49,100 --> 00:27:52,400
The emotional blocks chapter 
begins with a party game called 

448
00:27:52,400 --> 00:27:55,100
Barnyard. 
The game concept is credited to 

449
00:27:55,100 --> 00:27:59,600
Bob McKim atoms of Stanford 
colleague, in which participants

450
00:27:59,600 --> 00:28:04,000
make farm animal noises, the 
ensuing cacophony, leads people 

451
00:28:04,000 --> 00:28:07,700
to experience feeling like an 
ass, a common emotional block 

452
00:28:07,700 --> 00:28:12,400
that prohibits creativity Adams 
goes on to explain psychologist.

453
00:28:12,400 --> 00:28:16,600
Sigmund Freud's concept of the 
id, ego and super-ego and their 

454
00:28:16,600 --> 00:28:20,400
effect on human inhibitions. 
discussion of risk-taking 

455
00:28:20,400 --> 00:28:24,500
consequences and idea, judgement
versus idea, generation follows 

456
00:28:26,000 --> 00:28:28,300
Adams sites, the lack of 
incubation time. 

457
00:28:28,400 --> 00:28:31,900
Sleeping on an idea, as a key 
limiter to allowing. 

458
00:28:31,900 --> 00:28:34,300
The unconscious to contribute to
better ideas. 

459
00:28:35,200 --> 00:28:38,500
Readers will not find a deep 
dive into human emotions. 

460
00:28:38,800 --> 00:28:41,100
What are the rules. 
That curious reader might wander

461
00:28:41,400 --> 00:28:46,400
in the Realms of creativity and 
ideation of Envy greed, Pride, 

462
00:28:46,500 --> 00:28:51,100
Elation relief, love or contempt
among many others. 

463
00:28:52,400 --> 00:28:54,700
Urinating into a vertical pipe 
to elevate. 

464
00:28:54,700 --> 00:28:58,400
A ping pong ball is one of the 
examples Adams gives of a clever

465
00:28:58,400 --> 00:29:01,900
solution to opposed problem in 
the chapter cultural and 

466
00:29:01,900 --> 00:29:05,300
environmental blocks. 
Both elegant and mildly, 

467
00:29:05,300 --> 00:29:06,600
disgusting. 
It. 

468
00:29:06,600 --> 00:29:09,900
Illustrates how taboos prevent 
people from being creative. 

469
00:29:09,900 --> 00:29:13,400
When social pressures exist, 
this ball in the pipe. 

470
00:29:13,400 --> 00:29:15,600
Problem block was also 
mentioned, although with a 

471
00:29:15,608 --> 00:29:19,400
crystal pitcher of iced water 
instead of urine and the 1955 

472
00:29:19,400 --> 00:29:21,400
Life magazine article about John
Arnold. 

473
00:29:21,500 --> 00:29:24,400
Old. 
Adams defines other cultural 

474
00:29:24,400 --> 00:29:28,100
blocks by the misguided Notions 
that fantasy and Reflections are

475
00:29:28,108 --> 00:29:31,300
a waste of time. 
Lazy even crazy. 

476
00:29:32,100 --> 00:29:34,400
That reason is preferable to 
intuition. 

477
00:29:34,400 --> 00:29:36,400
That playing is solely for 
children. 

478
00:29:36,600 --> 00:29:40,700
That tradition is better than 
change and that any problem can 

479
00:29:40,700 --> 00:29:42,400
be solved by scientific 
thinking. 

480
00:29:42,400 --> 00:29:46,100
And lots of money of 
environmental, blocks Adams, 

481
00:29:46,100 --> 00:29:49,400
sites, physical structures, like
room, temperatures, and windows 

482
00:29:49,600 --> 00:29:52,800
distractions, like ringing, 
phones and social Structures, 

483
00:29:52,800 --> 00:29:56,300
like an autocratic boss or 
unsupportive work environment, 

484
00:29:56,900 --> 00:30:00,500
the intellectual and expressive 
blocks chapter covers, the role 

485
00:30:00,500 --> 00:30:03,500
of language and solving problems
including mathematics 

486
00:30:03,700 --> 00:30:08,000
visualization and words issues 
of appropriateness skill, 

487
00:30:08,000 --> 00:30:11,400
literacy and fluency, Precision,
Communications, media and 

488
00:30:11,400 --> 00:30:15,800
technology impact, how language 
can be beneficial to creative 

489
00:30:15,800 --> 00:30:19,600
thinking and problem-solving 
lacking these qualities and 

490
00:30:19,700 --> 00:30:21,800
lacking complete or correct 
information. 

491
00:30:22,200 --> 00:30:24,600
Blocks, the ability of the 
person to conceptualize 

492
00:30:25,600 --> 00:30:28,800
alternate, thinking languages, 
Builds on the previous chapter 

493
00:30:29,300 --> 00:30:33,000
Linguistics, and mathematical 
formula are given their do with 

494
00:30:33,000 --> 00:30:36,200
atoms that expounding on the 
languages of the senses. 

495
00:30:36,900 --> 00:30:40,200
He gives an overt nod to mcamis 
book experiences and visual 

496
00:30:40,200 --> 00:30:43,400
thinking especially when 
discussing visual imagery 

497
00:30:43,400 --> 00:30:47,300
perceptual, mental and image is 
rendered graphically in the 

498
00:30:47,300 --> 00:30:50,900
chapter, all kinds of 
Blockbusters Adams asserts, that

499
00:30:50,900 --> 00:30:53,300
conceptual blocks. 
Exist, because of the 

500
00:30:53,300 --> 00:30:57,400
achievement-oriented competitive
and compulsive nature of Western

501
00:30:57,400 --> 00:31:00,400
man. 
He laments this archetypes, lack

502
00:31:00,400 --> 00:31:04,100
of a questioning attitude and 
goes on to promote the quality 

503
00:31:04,100 --> 00:31:07,600
of constructive discontent. 
A term from the book, The 

504
00:31:07,600 --> 00:31:11,400
Universal traveler, a soft 
systems guide to creativity 

505
00:31:11,600 --> 00:31:15,400
problem-solving in the process 
of region, goals, a decade 

506
00:31:15,400 --> 00:31:18,600
later, David Kelly use, the 
universal traveler, is a text in

507
00:31:18,600 --> 00:31:21,900
a Stanford course at me. 115. 
Human values. 

508
00:31:22,200 --> 00:31:26,700
Sign Adams advocates for word 
lists as a means to help break 

509
00:31:26,700 --> 00:31:30,900
conceptual blocks lists of 
attributes lists of things that 

510
00:31:30,900 --> 00:31:34,700
bug people. 
And finally checklists regarding

511
00:31:34,700 --> 00:31:38,200
this latter item Adams credit 
Stanford mechanical engineering 

512
00:31:38,200 --> 00:31:40,400
professor. 
John Arnold co-founder of 

513
00:31:40,400 --> 00:31:44,600
Stanford's design program with 
using checklists to good effect,

514
00:31:44,700 --> 00:31:47,800
the chapter revolves into 
discussion of synthetics the 

515
00:31:47,800 --> 00:31:50,400
organizational tool for 
encouraging creativity, through 

516
00:31:50,400 --> 00:31:53,500
analogy, and metaphor. 
And ends with mention of 

517
00:31:53,500 --> 00:31:57,300
psychologist, Abraham Maslow has
concept of self-actualizing 

518
00:31:57,300 --> 00:32:01,100
creativeness. 
The final chapter of conceptual 

519
00:32:01,100 --> 00:32:04,500
blockbusting groups and 
organizations Begins by 

520
00:32:04,500 --> 00:32:08,100
explaining, why affiliation is a
strong social pressure in group 

521
00:32:08,100 --> 00:32:12,000
settings, seeking to belong, 
while also demonstrating 

522
00:32:12,000 --> 00:32:15,700
constructive discontent is a 
challenging personal position. 

523
00:32:16,600 --> 00:32:20,200
The exertion of ego and 
Authority can also undermine 

524
00:32:20,200 --> 00:32:23,500
group dynamics, especially if 
the goal is creativity. 

525
00:32:24,800 --> 00:32:27,700
Adams reminds readers. 
That deferring judgment is 

526
00:32:27,700 --> 00:32:30,500
crucial to successful group 
brainstorming sessions. 

527
00:32:30,500 --> 00:32:34,400
He goes into greater detail with
the synthetics method which 

528
00:32:34,400 --> 00:32:36,600
attempts to structure 
brainstorming sessions into a 

529
00:32:36,600 --> 00:32:40,500
more purposeful exercise, Adams 
ends with an acknowledgement 

530
00:32:40,500 --> 00:32:43,800
that large organizations have 
bureaucracies that often 

531
00:32:43,800 --> 00:32:47,400
suppress creativity and 
problem-solving hierarchy and 

532
00:32:47,400 --> 00:32:50,300
control mechanisms dominate, 
many corporations and 

533
00:32:50,300 --> 00:32:54,100
institutions the natural 
tendency of organizations to 

534
00:32:55,200 --> 00:32:59,000
Decrease uncertainty, increased 
predictability and centralized 

535
00:32:59,000 --> 00:33:01,600
functions and controls is 
certainly at odds with 

536
00:33:01,600 --> 00:33:03,700
creativity and conceptual 
blocks. 

537
00:33:03,700 --> 00:33:08,100
Can abound the solution to this 
is that some large organizations

538
00:33:08,100 --> 00:33:11,800
have given special Independence 
to skunkworks or other creative 

539
00:33:11,800 --> 00:33:16,300
spin offs. 
Lastly, a reader's guide offers 

540
00:33:16,400 --> 00:33:19,200
additional books for further 
information on creativity 

541
00:33:19,500 --> 00:33:24,300
psychology and conceptualization
Adams offers a disclaimer in the

542
00:33:24,300 --> 00:33:27,600
afterward. 
Conceptual blockbusting contains

543
00:33:27,600 --> 00:33:30,800
a good bit of conjecture and 
many value, judgments which the 

544
00:33:30,800 --> 00:33:34,600
reader must sort through and 
accept or discard depending on 

545
00:33:34,600 --> 00:33:37,700
whether he is convinced or not 
and probably on whether or not 

546
00:33:37,700 --> 00:33:41,300
the readers own opinions and 
values, are reinforced a gesture

547
00:33:41,300 --> 00:33:43,400
drawing of a figure perhaps a 
self-portrait. 

548
00:33:43,800 --> 00:33:46,800
A company's Jim Adams is 
biography on the last page of 

549
00:33:46,800 --> 00:33:50,500
conceptual block busting despite
its many images and visual 

550
00:33:50,500 --> 00:33:52,700
puzzles. 
The books design is very 

551
00:33:52,700 --> 00:33:56,100
conventional suited more for a 
paperback novel than a book 

552
00:33:56,100 --> 00:34:00,300
about conceptual block busting. 
Thin margins, awkwardly space, 

553
00:34:00,300 --> 00:34:04,000
text type and a pedestrian 
layout indicate that conceptual 

554
00:34:04,000 --> 00:34:07,100
block postings publisher, ought 
to have applied, some of the 

555
00:34:07,100 --> 00:34:11,000
books Concepts. 
Adams has published a number of 

556
00:34:11,000 --> 00:34:13,600
other books. 
Good products, bad products, 

557
00:34:13,600 --> 00:34:18,699
2011, flying buttresses entropy,
and O-rings the world of an 

558
00:34:18,708 --> 00:34:22,800
engineer 1993. 
The care and feeding of ideas 

559
00:34:22,800 --> 00:34:25,900
1986. 
And summarized here conceptual 

560
00:34:25,900 --> 00:34:30,500
blockbusting 1974. 
It is this last one that ties 

561
00:34:30,500 --> 00:34:33,400
his research and opinions to the
roots of design thinking at 

562
00:34:33,400 --> 00:34:37,600
Stanford conclusion. 
Arnold's creative engineering 

563
00:34:37,600 --> 00:34:41,600
approach to design emphasized, 
external provocations and 

564
00:34:41,600 --> 00:34:46,100
tethers to related fields like 
psychology business arts and 

565
00:34:46,100 --> 00:34:48,699
media. 
His use of elaborate science 

566
00:34:48,699 --> 00:34:52,000
fiction prompts and teaching was
groundbreaking for how that 

567
00:34:52,000 --> 00:34:56,600
redefined users centeredness 
McKim privilege the visual 

568
00:34:56,600 --> 00:35:00,900
spatial and anshel, not just 
through drawing another image 

569
00:35:00,900 --> 00:35:03,600
and model-making scenarios, but 
through harnessing the 

570
00:35:03,600 --> 00:35:09,000
imagination and expanding the 
mind in the late 1960s McKim 

571
00:35:09,000 --> 00:35:12,800
embrace, the touchy-feely human 
potential movement as proffered 

572
00:35:12,800 --> 00:35:15,900
by The esalen Institute in Big, 
Sur, California, and he 

573
00:35:15,900 --> 00:35:19,300
separately participated in a 
local study to explore the 

574
00:35:19,300 --> 00:35:21,900
relation between creativity and 
psychedelic drug. 

575
00:35:21,900 --> 00:35:26,200
Use Adams was concerned with how
to enable conceptual development

576
00:35:26,200 --> 00:35:30,800
in design and My to this 
process, the psychological and 

577
00:35:30,800 --> 00:35:34,500
sociological limitations, and 
creative thinking, including 

578
00:35:34,500 --> 00:35:39,000
organizational structures, 
traditions, and habits, besides 

579
00:35:39,000 --> 00:35:42,000
Stanford's own legacy, and 
providing the philosophical and 

580
00:35:42,000 --> 00:35:45,900
epistemological foundations of 
design, thinking the concept 

581
00:35:45,900 --> 00:35:49,600
does have Roots elsewhere. 
Stephanie to Rousseau a scholar 

582
00:35:49,600 --> 00:35:53,300
at the swinburne University of 
Technology in Australia and an 

583
00:35:53,300 --> 00:35:57,300
external coach to Stanford's 
Global me3 10 course 

584
00:35:57,300 --> 00:36:00,100
collaboration. 
Ian with Professor, Larry lifer 

585
00:36:00,600 --> 00:36:03,400
claims to have identified, the 
first use of design thinking in 

586
00:36:03,400 --> 00:36:06,500
prints. 
Coding British design, educator 

587
00:36:06,500 --> 00:36:11,900
and researcher l Bruce archer in
his 1965 article systematic 

588
00:36:11,900 --> 00:36:15,300
method for designers. 
In the face of this situation. 

589
00:36:15,300 --> 00:36:18,600
There has been a worldwide shift
in emphasis from the sculptural 

590
00:36:18,600 --> 00:36:22,600
to the technological ways. 
Had to be found to incorporate 

591
00:36:22,600 --> 00:36:25,300
the knowledge of are 
ergonomically, cybernetics 

592
00:36:25,400 --> 00:36:30,500
marketing and management science
into design thinking The MIT 

593
00:36:30,500 --> 00:36:34,500
press published Peter Rose, book
design, thinking in 1987. 

594
00:36:35,300 --> 00:36:38,800
Although largely concerned with 
architecture and urban planning,

595
00:36:38,800 --> 00:36:40,700
its theories. 
Apply to other design. 

596
00:36:40,700 --> 00:36:44,900
Activity in 1992, Richard 
Buchanan, former head of the 

597
00:36:44,900 --> 00:36:48,100
school of design at Carnegie 
Mellon University published the 

598
00:36:48,100 --> 00:36:51,200
article, Wicked problems in 
design, thinking in the journal 

599
00:36:51,200 --> 00:36:54,800
design issues. 
He posited, that design thinking

600
00:36:54,800 --> 00:36:57,300
might be best thought of as a 
liberal art. 

601
00:36:58,100 --> 00:37:01,000
Scholar Nigel cross has 
contributed to design thinking 

602
00:37:01,000 --> 00:37:04,600
theory, since the 1980s with 
academic articles, in a book 

603
00:37:04,600 --> 00:37:08,100
devoted, to design early ways, 
of knowing in, which he 

604
00:37:08,100 --> 00:37:12,400
advocates for design cognition. 
As an essential aspect of human 

605
00:37:12,400 --> 00:37:17,200
intelligence decades later, 
articles in the popular, press 

606
00:37:17,200 --> 00:37:19,900
such as the Wall Street, 
journal's forget be school, 

607
00:37:19,900 --> 00:37:23,000
d.school is hot. 
The New York Times is solving 

608
00:37:23,000 --> 00:37:26,900
problems for real world. 
Using design and Bloomberg's 

609
00:37:26,900 --> 00:37:28,400
tomorrow's. 
Be school. 

610
00:37:28,400 --> 00:37:31,900
It might be a d School helped 
cement the D schools, national 

611
00:37:31,900 --> 00:37:34,900
and international Acclaim 
design, thinking courses 

612
00:37:34,900 --> 00:37:38,300
workshops consultancies books, 
websites and videos have 

613
00:37:38,300 --> 00:37:41,500
proliferated. 
Well, beyond Stanford with many 

614
00:37:41,500 --> 00:37:44,000
universities and companies 
offering their take on the 

615
00:37:44,000 --> 00:37:48,200
concept. 
Fast forward to 2015 and John 

616
00:37:48,200 --> 00:37:51,400
Coco's sa design. 
Thinking comes of age in the 

617
00:37:51,400 --> 00:37:54,900
Harvard Business review. 
The term design thinking is now 

618
00:37:54,900 --> 00:37:58,500
a buzzword in Commerce culture 
and education. 

619
00:37:59,300 --> 00:38:03,500
The term design thinking is 
meant as a cognitive activity. 

620
00:38:03,800 --> 00:38:06,800
That is the precursor to 
creating actual designs. 

621
00:38:07,200 --> 00:38:10,700
Even when acted out in Social 
collaborative environments with 

622
00:38:10,700 --> 00:38:15,800
whiteboards and Post-it notes. 
The D schools, D mindset of bias

623
00:38:15,800 --> 00:38:19,400
towards action, advocates, for 
this thinking alone will not 

624
00:38:19,400 --> 00:38:22,600
produce buildings. 
Automobiles, electronic devices,

625
00:38:22,700 --> 00:38:27,400
clothing, chairs books, 
typefaces websites, lamps sports

626
00:38:27,400 --> 00:38:31,000
equipment apps, Bridges 
spacecraft, wedding cake stage 

627
00:38:31,000 --> 00:38:35,300
sets or any other designed 
artifact experience or system. 

628
00:38:36,200 --> 00:38:38,800
The hope is that design 
thinking, broadly. 

629
00:38:38,800 --> 00:38:42,000
Defined inclusive diverse 
accessible. 

630
00:38:43,500 --> 00:38:47,800
Sustainable affordable Etc, 
leads to better design making, 

631
00:38:48,100 --> 00:38:50,200
and so improves The Human 
Condition. 

632
00:38:51,800 --> 00:38:55,400
Arnold McCammon Adams did not 
stop at design thinking they 

633
00:38:55,400 --> 00:38:58,500
applied their theories and ideas
to professional design work 

634
00:38:59,300 --> 00:39:02,400
Arnold consulted, for General, 
Electric forward, and Bell 

635
00:39:02,400 --> 00:39:05,000
Laboratories. 
And when a NASA Grant to work on

636
00:39:05,000 --> 00:39:08,600
a lunar vehicle, McKim worked 
for industrial designer Henry, 

637
00:39:08,600 --> 00:39:10,800
Dreyfuss in New York and 
consulted. 

638
00:39:10,800 --> 00:39:15,000
For several Silicon Valley, 
clients Adams is CV lists over. 

639
00:39:15,000 --> 00:39:18,600
100 companies. 
He worked with including 3M, 

640
00:39:18,600 --> 00:39:22,000
lucasfilm AT&T The North Face 
and I A.m. 

641
00:39:24,100 --> 00:39:26,300
All three of the mechanical 
engineering design. 

642
00:39:26,300 --> 00:39:29,900
Professors also had some 
background in the Fine Arts an 

643
00:39:29,900 --> 00:39:31,900
important distinction. 
When considering the 

644
00:39:31,900 --> 00:39:35,500
disciplinary roots of design 
thinking at the University of 

645
00:39:35,500 --> 00:39:38,200
Minnesota is undergraduate 
institution. 

646
00:39:38,700 --> 00:39:42,700
Arnold was a musician and actor,
McKim Drew and sculpted the 

647
00:39:42,700 --> 00:39:46,000
human figure and did a 
post-baccalaureate industrial 

648
00:39:46,000 --> 00:39:49,600
design program at Pratt 
Institute in New York, where he 

649
00:39:49,600 --> 00:39:53,500
became a fan of ballet. 
Adams took a year of graduate 

650
00:39:53,500 --> 00:39:55,700
art courses at the University of
California. 

651
00:39:55,700 --> 00:39:59,800
Los Angeles UCLA prior to 
completing his PhD in 

652
00:39:59,800 --> 00:40:03,700
engineering at Stanford, for 
these engineer designers. 

653
00:40:03,700 --> 00:40:07,200
The so-called left brain, 
cognitive processes of analysis 

654
00:40:07,400 --> 00:40:10,500
reason, and deduction were 
supplemented with Arts 

655
00:40:10,500 --> 00:40:13,900
expressive subjective and 
intuitive qualities. 

656
00:40:15,000 --> 00:40:18,600
The are component of design at 
Stanford ended in 2017. 

657
00:40:18,600 --> 00:40:22,500
Unfortunately, after 59 years of
educating You can see the joint 

658
00:40:22,500 --> 00:40:25,100
programming design when the 
department of Art and art 

659
00:40:25,100 --> 00:40:28,500
history, withdrew. 
Its participation design 

660
00:40:28,500 --> 00:40:32,300
thinking today has evolved into 
an ecosystem of socio-cultural 

661
00:40:32,300 --> 00:40:36,300
geopolitical and economic 
considerations that employs 

662
00:40:36,300 --> 00:40:39,700
empathy entrepreneurs. 
Mm emergent Technologies 

663
00:40:39,700 --> 00:40:43,800
Materials Science collaboration 
and human centeredness across 

664
00:40:43,800 --> 00:40:47,600
all scales and configurations. 
The work of the Stanford 

665
00:40:47,600 --> 00:40:51,000
University faculty revealed in 
this paper preceded, this 

666
00:40:51,000 --> 00:40:53,700
Paradigm and should be 
considered both historically 

667
00:40:53,700 --> 00:40:57,800
foundational to design, thinking
in general and Elemental to the 

668
00:40:57,800 --> 00:41:00,400
D schools, packaging of design. 
Thinking is a popular 

669
00:41:00,400 --> 00:41:03,500
methodology, and is a 
competitive Advantage for 

670
00:41:03,500 --> 00:41:06,300
business. 
Affirming this influence David 

671
00:41:06,300 --> 00:41:11,400
Kelly stated in 2016. 
The fact that we're still using 

672
00:41:11,400 --> 00:41:15,000
the Kim's methodology, I still 
talk like Bob McKim without much

673
00:41:15,000 --> 00:41:18,800
modification need finding in 
particular is amazing. 

674
00:41:19,100 --> 00:41:20,900
We're talking like 40 years 
later. 

675
00:41:21,500 --> 00:41:26,300
Professors John Arnold Bob McKim
and Jim Adams planted some of 

676
00:41:26,300 --> 00:41:29,700
the seeds that bear the fruit of
today's design thinking 

677
00:41:29,700 --> 00:41:33,900
movement. 
Biography Professor, Stephen 

678
00:41:33,900 --> 00:41:37,400
McCarthy. 
MFA Stanford University has been

679
00:41:37,400 --> 00:41:40,700
on the University of Minnesota 
graphic design faculty since 

680
00:41:40,700 --> 00:41:44,100
1998 and recently achieved 
Emeritus status. 

681
00:41:44,700 --> 00:41:47,400
He taught graphic design at 
Northern Kentucky University for

682
00:41:47,400 --> 00:41:51,000
nine years, prior to this, his 
long-standing interest in 

683
00:41:51,000 --> 00:41:54,700
theories of design authorship is
both scholar and practitioner 

684
00:41:55,000 --> 00:41:59,300
has led to lectures, exhibits 
Publications, and grant-funded 

685
00:41:59,300 --> 00:42:02,900
research in a dozen countries. 
McCarthy's, creative work has 

686
00:42:02,900 --> 00:42:06,000
been in over 135 juried and 
Invitational. 

687
00:42:06,000 --> 00:42:10,500
Exhibitions at has been awarded 
inclusion in the aiga annual and

688
00:42:10,500 --> 00:42:14,700
in graph is poster. 
Institutional special 

689
00:42:14,700 --> 00:42:18,000
collections that have acquired 
McCarthy's work, include these 

690
00:42:18,000 --> 00:42:20,800
universities, and Art and Design
academies. 

691
00:42:21,400 --> 00:42:25,700
Yale, Harvard, Stanford, 
Virginia, Commonwealth, 

692
00:42:25,900 --> 00:42:29,800
Minnesota, Cincinnati, Ohio 
State, the Art Institute of 

693
00:42:29,808 --> 00:42:34,700
Chicago and Washington, Seattle.
He has published written work in

694
00:42:34,700 --> 00:42:38,700
design issues. 
I visible language visual 

695
00:42:38,700 --> 00:42:42,500
design, scholarship, the poster 
and visual communication among 

696
00:42:42,500 --> 00:42:45,000
others. 
His book on the topic of design.

697
00:42:45,000 --> 00:42:49,400
Authorship the designer as 
author producer, activists 

698
00:42:49,400 --> 00:42:53,400
entrepreneur, curator and 
collaborator new models for 

699
00:42:53,400 --> 00:42:57,300
communicating was published in 
2013 By biss. 

700
00:42:57,300 --> 00:43:01,900
Publishers Amsterdam. 
You can read this article and 

701
00:43:01,900 --> 00:43:06,500
the rest of dialectic volume 3 
issue, one for free online and 

702
00:43:06,500 --> 00:43:09,100
you can find more audio content 
from aiga. 

703
00:43:09,100 --> 00:43:13,100
The professional association for
design anywhere you get podcasts

704
00:43:13,400 --> 00:43:18,200
just search for aiga design. 
I'm Lee hsien loong until next 

705
00:43:18,200 --> 00:43:18,600
time.