Editorial

Abstract

The previous issue of Study in Design Education and Craft achieved an unprecented response from readers. In part this arose from the developments in the production and presentation of the journal. But it was also due to the remarkable interest in the theme of the issue - the integration of the design subjects. There is no doubt that design educators are deeply interested in the practice and consequences of integration. They are concerned with the practical pro blems of implementing integrated schemes, with the implications for professional roles and status and, even more fundamentally, with the underlying justifications of many of the new approaches.

In response to this concern we have devoted this issue of Studies in Design Education and Craft to the further consideration of these matters. The discussion commences with an illuminating account by Jenkins on the ways in which an ambitious and impressive scheme of integrated studies was undertaken and, in particular, of the ways in which art and design educators played a major part in it. The range of initiatives and achieve.ments of art and design studies is iilluminating. As Jenkins says in her conclusion ";Integrated studies seem to be nothing less than an interest in life and living.";