By Lefteris Heretakis, host of Design Education Talks from The New Art School
In our most recent episode of Design Education Talks, I had the privilege of speaking with Ingmar Thies—an accomplished designer, educator, and author based in Vienna. What followed was a rich and thought-provoking discussion that touched upon the evolution of design education, the quiet power of listening, and the reflective practices necessary for meaningful teaching.
This conversation resonated on many levels—not just with me as a fellow educator, but also with the broader questions many of us are asking in today’s rapidly shifting educational landscape.
From Germany to Japan to Vienna: A Journey Through Cultures and Contexts
Ingmar began our conversation by sharing his fascinating journey:
Born in Hamburg, he studied Graphic Design in Brunswick, Germany, and completed his final project in Yokohama, Japan. His professional path then led him to London, followed by a return to Japan on a postgraduate scholarship, where he immersed himself in both the language and the culture, working with a local design company named Kitayama—founded by the identical twin of the architect Tadao Ando.
This international exposure deeply shaped his design philosophy and continues to inform his practice. Today, he runs his own studio in Vienna and teaches Communication Design at the University of Applied Arts, where he has been nurturing young creatives for over 12 years.
Falling into Teaching – And Finding Purpose There
Like many educators, Ingmar did not set out to teach.
His interest emerged organically through late-night conversations with design peers, where the smallest design decisions—such as the thickness of a logotype’s stroke—became subjects of deep debate.
His first teaching role came through a friend’s request at a technical school. Though he stepped back to focus on his own work, the spark remained. Some years later, another friend introduced him to the professor of the course he now teaches. A single beer-fuelled discussion led to workshops, and eventually to a part-time teaching post that grew into a long-term vocation.
On Tools, Students, and the State of the World
Naturally, the tools have changed. Ingmar highlighted how digital platforms and AI tools have entered the classroom. But while technologies evolve, the human element of education has not:
“Our students are still curious, still driven, still critical. They continue to challenge us—and that’s a good thing.”
He also spoke candidly about the impact of global political shifts and how they affect classroom discourse. Far from avoiding these issues, he encourages his students to bring them into the studio—design, after all, does not exist in a vacuum.
A New Era for Graduate Employment
One particularly striking insight was around how employment dynamics have shifted.
In previous generations, students had to actively seek opportunities. Now, studios are approaching universities to discover fresh talent.
Even the platforms of communication have changed. Students now introduce themselves via Instagram DMs or digital portfolios sent on social media—a far cry from the traditional CV and portfolio review of the past.
Teaching Graphic Design – A Book That Asks the Right Questions
Perhaps the most impactful part of our discussion was centred around Ingmar’s book, Teaching Graphic Design.
What began as a personal quest to better understand his own teaching methods became a three-year endeavour, culminating in a publication that features conversations with educators from Japan, China, Austria, the UK, the US, and Germany. Notable contributors include:
- Erik Spiekermann
- Stefan Sagmeister
- Raphna Ramanathan (Central Saint Martins)
- A game designer
- An industrial designer
- A cognitive psychologist
This diversity of perspectives offers a layered and interdisciplinary understanding of design pedagogy. It’s not a how-to manual, but a reflective text meant to prompt readers—especially educators—to pause and re-evaluate their own practices.
“Writing the book was like designing. You’re full of great ideas, and then you start questioning them. Then comes the editing, the restructuring, and finally the clarity.”
The Power of Listening – A Lesson Often Overlooked
One of the book’s more poetic observations struck a chord with me:
“If you rearrange the letters of listen, you get silent.”
Ingmar notes that educators often fail to listen consciously. In Western culture, silence is frequently seen as awkward, but in teaching, it can be a powerful tool.
He has adopted a deliberate practice of waiting after asking a question—five, seven, sometimes even ten seconds—giving students the space to reflect rather than rushing to fill the silence with answers.
He urges educators to ask themselves:
- What advantage do students gain when I truly listen to them?
- How can I listen to better support their growth?
Feedback as a Reflective Practice
Another area we discussed in depth was feedback.
In many institutions, feedback is either overly vague or unnecessarily harsh. For Ingmar, effective feedback is rooted in reflection, not judgement.
Rather than immediately offering his opinion, he invites students to reflect on their own work and critique one another. His go-to questions:
- Are you happy with your work?
- What challenges did you encounter?
- What would you improve next time?
He has also integrated a practice from Michael Hole and Mathilde Scholz at Bauhaus University: gathering feedback from students at the end of every class session, rather than waiting for formal term reviews. This allows him to adapt and respond in real time—enhancing the classroom as a collaborative, responsive space.
Advice for Educators and Students Alike
In closing, Ingmar shared his heartfelt advice to educators and learners:
“Stay open-minded. Question your design beliefs. Reimagine everything—even something as everyday as water consumption. Most importantly, don’t wait for permission. Don’t wait for an assignment. Start your own projects. That’s where the growth happens.”
🔗 Connect with Ingmar Thies
To learn more about Ingmar’s work and thinking:
🌐 thiesdesign.com
📘 teachinggraphicdesign.com
💼 LinkedIn – Ingmar Thies
📅 Tuesday Questions series launching from 4th March on LinkedIn – join the conversation!
In addition to his professional activities, Sven Ingmar Thies has taught graphic design at the University of Applied Arts Vienna’s “Class of Ideas” since 2011.
He is author and editor of the book “Teaching Graphic Design”.
Book:
EN: Teaching Graphic Design (2nd edition): https://birkhauser.com/en/book/9783035629668
DE: Grafikdesign unterrichten (1st edition): https://birkhauser.com/de/book/9783035629675
Review:
EN: by Sean Adams, ArtCenter: https://lnkd.in/dgDmeige
DE: by Evelyn Junghanns, Graphische: https://lnkd.in/dGcPNMyH
🎧 Listen/Watch to the Full Podcast Episode
You can catch the full episode of Design Education Talks with Ingmar Thies: https://www.buzzsprout.com/1969986/episodes/16668471 https://odysee.com/@thenewartschool:c/IngmarThies:c
If you’re involved in design education—or if you’re simply interested in how we can teach and learn more meaningfully—this episode is a must.
Let’s Keep the Dialogue Going
Have you incorporated more reflective practices into your teaching? What role does listening play in your studio or classroom? We would love to hear your thoughts in the comments.
#DesignEducation #GraphicDesign #TeachingGraphicDesign #CreativeLearning #DesignThinking #ReflectiveTeaching #ListeningInEducation #DesignPodcast #DesignLeadership #IngmarThies #DesignEducationTalks
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