The concept 'designerly ways of knowing' emerged in the late 1970s alongside new approaches in design education. Professor Nigel Cross, a respected design researcher, first articulated this idea in his paper 'Designerly Ways of Knowing' published in 1982. This book is a unique insight into expanding discipline area with important implications for design research, education and practice. This book traces the development of a research interest in articulating and understanding the idea that designers have and use 'designerly' ways of knowing and thinking. The following topics are covered: - nature and nurture of design ability; - creative cognition in design; - natural intelligence of design; - design discipline versus design science; and, - expertise in design. As a timeline of scholarship and research and a resource for understanding how designers think and work, this book will interest researchers, teachers and students of industrial and product design; design practitioners, and design managers. This is a major contribution to the literature of design research, knowledgeable, informed, and - above all - interesting. Ken Friedman, Professor and Dean of the Faculty of Design, Swinburne University of Technology, Melbourne. TOC:Designerly Ways of Knowing.- The Nature and Nurture of Design Ability.- Natural and Artificial Intelligence in Design.- Creative Cognition in Design I: The Creative Leap.- Creative Cognition in Design II: Creative Strategies.- Understanding Design Cognition.- Design as a Discipline. A revised and edited collection of key parts of Professor Cross's published work, this book offers a timeline of scholarship and research over the course of 25 years, and a resource for understanding how designers think and work. Coverage includes the nature and nurture of design ability; design discipline versus design science; 1. Designerly Ways of Knowing 1(14) Design in General Education 3(2) Educational Criteria 4(1) Ways of Knowing in Design 5(5) Design Processes 6(3) Design Products 9(1) Intrinsic Value of Design Education 10(2) The Discipline of Design 12(3) 2. The Nature and Nurture of Design Ability 15(14) Nature 15(9) What Do Designers Do? 15(2) Studies of Designing 17(3) Design Ability is Possessed by Everyone 20(1) Design Ability Can Be Damaged or Lost 21(1) Design as a Form of Intelligence 22(2) Nurture 24(5) Learning to Design 24(1) Design Education in the Open 25(1) The Development of Design Ability 26(3) 3. Natural and Artificial Intelligence in Design 29(14) Research in Design Thinking 30(1) What Expert Designers Say About Designing 31(3) The Role of Sketching in Design 34(4) Can a Machine Design? 38(5) Computation and Cognition 40(3) 4. Creative Cognition in Design I: The Creative Leap 43(20) An Example of a Creative Leap 44(4) Identifying the Leap 48(3) Modelling the Leap 51(5) Combination 51(2) Mutation 53(1) Analogy 54(1) First Principles 54(1) Emergence 55(1) Not Leaping but Bridging 56(2) Appendix A 58(2) Appendix B 60(3) 5. Creative Cognition in Design II: Creative Strategies 63(14) Studies of Outstanding Designers 64(7) Victor Scheinman 64(4) Kenneth Grange 68(1) Gordon Murray 69(2) Comparing the Strategies 71(3) Design Expertise 74(3) 6. Understanding Design Cognition 77(18) Problem Formulation 78(3) Goal Analysis 78(1) Solution Focusing 79(1) Co-evolution of Problem and Solution 80(1) Problem Framing 80(1) Solution Generation 81(5) Fixation 81(1) Attachment to Concepts 82(2) Generation of Alternatives 84(1) Creativity 84(1) Sketching 85(1) Process Strategy 86(4) Structured Processes 86(1) Opportunism 87(1) Modal Shifts 88(1) Novices and Experts 89(1) Issues in Design Cognition 90(5) Summary: Problem Formulation 91(1) Summary: Solution Generation 91(1) Summary: Process Strategy 92(3) 7. Design as a Discipline 95(10) Scientific Design 97(1) Design Science 98(1) Science of Design 98(1) Design as a Discipline 99(1) Design Research 100(5) References 105(8) Index 113