However, public attention and society's present demands are often guided toward or naturally gravitate toward design’s functionality. Design must address two key issues: first, its efficacy within the supply-and-demand framework of society, particularly its commercial value; and second, how design can liberate human beings from the burden of labor, among other considerations. Learning design without understanding its history prevents designers from grasping the fundamental questions regarding their identity and mission in driving social progress and technological innovation. Meanwhile, design that is not guided by critical thought is reduced to mere technical craftsmanship.

Education arises in response to societal needs, yet it must transcend the mere fulfillment of practical demands. If education serves only to cultivate specific professional skills, then it is, in itself, a profound failure. In The Work of the University, Richard Charles Levin introduces the concept of “Liberal Education,” encouraging learners to take ownership of their education through independent thinking. Education should not be confined to imparting specific knowledge or technical skills but should instead equip individuals with the ability to excel in various professions. The ultimate goal of education is to foster professional independent thinking. It must be shaped around human curiosity and inquiry—questions that stem from aspirations for the industry, the accumulation of professional heritage, the evolution of design as a discipline, and the ways in which individuals can navigate societal pressures, overcome difficulties, and maintain a sense of joy.

DSa is not on a large scale; it is a small cell within design education—an exploratory experiment, a footprint left by its predecessors. Yet, DSa harbors ambitious dreams. It is dedicated to becoming a driving force that elevates design to a core discipline within the liberal arts and ensures that education fosters professional thinking and exploration. An increasing number of designers and artists support DSa, making its practices ever more appealing to aspiring young designers. DSa has also caught the attention of the Western design world. Steven Heller, a professor at the School of Visual Arts in New York and a renowned design critic, has described DSa—an entirely self-funded experimental design education program—as "a design thinker’s miracle." DSa aims to create a new design paradigm through the harmonious integration of the East and the West.

Welcome to DSa 25!