By far, the best place to train people for practice is in practice (Lawson & Dorst, 2009). The depth and nuance of knowledge imparted by practice-based learning are significant. However, even under ideal conditions, aspects central to the professional design field cannot be replicated in formalised design education. This chapter embarks on an in-depth examination of design education paradigms in the Netherlands, scrutinising the nuanced interplay between theory and practice. The discussion begins within the historical backdrop of art and crafts education, tracing its origins from the guild system’s decline to the contemporary challenges faced by creative vocational schools, art academies, and universities. A thorough exploration of educational differences, contextual separations, and the historical evolution of design disciplines sets the stage. The focus narrows onto Transition Atelier The Last Makers, a Living Lab embodying a real-world environment for interdisciplinary collaboration and innovative experimentation. As the chapter proceeds, it seeks to unravel the complex relationship between educational levels, bridge gaps in knowledge transfer, and challenge existing paradigms in design education. © 2025 selection and editorial matter, Peter Joore, Anja Overdiek, Wina Smeenk, Koen van Turnhout.
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