This paper presents the result of extensive research in architectural education and design, and has been developed in application to the design of programs and courses in schools in the UK, Hong Kong, Canada, and Southern Africa. It concerns the DESIGN PROCESS, the longstanding core of architectural programmes. It departs from customary accounts of the process of design, which are too general and despite their history dating back to research in the 60’s have had, negligible impact or adoption in studio pedagogy. It aims to serve as a theoretical basis to formalize the vast body of commentary and information on design into a unified structure that can guide design research and education. It presents an operational view of the process of design as growth of form as an idea , a design, from inception to completion through stages of increasing order and complexity which though common in practice is not formally structured so as to serve as a basis for a architectural education. This view differs from the frequent descriptions of the process of design as a sequence of stages such as “imagine – plan – create – etc” (dag.1) and in arch’l literature as in Colin Rowe’s “Programme vs. Paradigm.”

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