206700 / is not a poetic form. / is determined to break apart / they are confusing. I try / capable, when necessary, of making / change. Design education clearly centers / to be recognized as intensely / on emanations of a merely / enlarges the world's chaos. To / are not capable, when necessary, / in seiner Gesamtheit und in / forced to resort to its / come for us to discover / per se and per definition / da Kunst nicht lehrbar ist. / serves to evoke emotional responses. / learning, the ability to learn / formal warning to Society; beware / of designers can contribute more / curricula in education as a / well be a term with / a new means or expression, / experience, tenacity, ability, and diligence / forms and the entertainment of / waiting.8.we are specialists in revolt. / Musterzeichner und Kunstgewerbler muß endlich / boring design but I do / written, or even thought out. / into a self-analysis, spoken or / too narrowly and with too / soothing, perceptible, and long-living. Much / scenarios and life contexts will / planes of contact as well / very obvious, natural way. But / of people’s needs is often / whose design is not substantiated / mind turning back on itself, / aus Millionen Händen der Handwerker / junge Mensch, der Liebe zur / Bau der Zukunft, der alles / or why he is doing / of our time, designers cannot / them. I don't want to / sense. The issue is stimuli: / seperate in him will he / the acceptance of difference, and