Design Education, Practice, and Research: on building a feld of inquiry Halina Dunin-Woyseth & Fredrik Nilsson Faculty of Design and Creative Technologies Auckland University of Technology Auckland 1142, New Zealand Volume 11 Re / materialising Design Education Futures Abstract: This article reviews how the felds of architecture and design have developed during recent decades and discusses the relations and synergistic interplay between three constituent components: practice, education, and research. Design education has matured both as a feld of practice and of inquiry since becoming a fully recognized component of the triadic interplay between these three parts. However, to date, these developments have mainly been discussed in terms of research and creative practice, and have not been discussed in terms of educational practice as an important, mediating factor. We argue that the three components, noted above, have become more equal with one another and more recognized in practice and academia and, further, that a phenomenon of “permeability” of various practices within the “continuum from creative practice to scientifc research” has emerged. We further note that a new group of professionals combine the roles of professional practitioners, educators, and feld-specifc researchers, and argue that these “new practitioners” can contribute to a more robust, self-confdent, and dialogue-oriented feld of practice and inquiry in architecture and design. Key Words: Architectural research, design research, design practice, design education, dyadic practice, triadic practice, permeable practice, making disciplines