This article argues that speculation, risk, and failure are essential components of design-build education and are key factors in student learning. Current design-build pedagogy can be described as risk averse as programs actively work to mitigate risk and avoid failure. This not only minimizes opportunities to speculate and learn through trial and error, but also resists teaching strategies typically found in other areas of design education. In a departure from standard design-build practice, we developed an atypical approach that requires critical speculation, encourages creative risk-taking, and allows for failure in an effort to facilitate deep and transformational learning.

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