Design Thinking is widely acknowledged as a framework for the design process, refined and implemented by David M. Kelly of IDEO circa 1991. Design Thinking emerged from an exploration of theory and practice, in a range of disciplines to describe and structure the process of design, to place focus on innovation to address the human and the technological and strategic needs. Design Thinking can be applied to designing objects, environments, experiences, cultural institutions, business, and leadership; there have been and continue to be hundreds if not thousands of books, articles, and talks on Design Thinking. Where the power and potential of Design Thinking remains steadfast, over the years the term Design Thinking has been reduced a buzzword, or has it?

Design Thinking as a commodity? Recently, the director of product development at a highly competitive manufacturer of consumer products told a group of industrial design students: “telling potential employers that you practice Design Thinking is useless, it will not distinguish you from any other candidate….everybody says they are Design Thinkers”. What does this mean and what are the consequences to design education?

Thinking differently, rather than a commodity, what if Design Thinking is viewed (taught) as a foundational skill for design students - like Drawing /Visualization, Perspective, Color Theory, and Design Principles? Just as design students are taught to “see” when learning foundational skills, they can be taught to “think”…to incorporate Design Thinking into their knowledge base. As students build proficiency with the tools, methods, and media of the design discipline they fall back on the foundational skills, when striving to solve design problems they would apply Design Thinking to their work - put WHY in front of WHAT they are designing.