This qualitative study charted the implications and potentialities of embracing a design culture within contemporary education. Unlike the positivist scientific paradigm which dissects and analyzes, a design philosophy offers a unifying logic that facilitates change, acknowledges complexity, and shapes possibilities (Nelson & Stolterman, 2003). However, a major problem for educational leaders and educators lies in comprehending and learning how to move into a design paradigm. Fifteen design philosophers, instructors, and practitioners provided data using situational analysis grounded theory methodology (Clarke, 2005) to examine three levels of inquiry: a) design logic in pedagogy and methodology, b) design inquiry and practice as curriculum components, and c) design cognition as a form of intelligence. This was accomplished through the making of three maps: situational maps, social world arenas maps, and positional maps. Data was interpreted using traditional grounded theory coding (Corbin & Strauss, 2008) to connect the categories: open coding, axial coding, and selective coding. As the study progressed, the idea of "integrating differences" emerged throughout the conversations. The term became the "sensitizing concept" or the most developed concept of the study that supported the ongoing theorizing. "Integrating differences" addressed the central quest of the study as well as what remains to be learned about how design culture can take education beyond a limited test-centered and skills based system to one that views learning as a "complex, social, and multidimensional process" (Thackara, 2006, p.135). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]