Traditionally, art and design education in many higher education institutions has been characterised by a split between the teaching of theory and practice. This paper argues that this split ignores the possible common ground between the two, largely to the disadvantage of students. In particular, it will examine how and why many art and design students feel alienated by the methods employed in the teaching of theory. The paper further argues that there is a role for research as a common ground

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... between theory and practice, and this common ground provides opportunities to design curricula that enable students to integrate reflexive and reflective practice.