Commentary

Brian LaRossa|Commentary

Should Book Publishing Leave New York City?

America’s publishing trade took root and flourished in New York because the city’s cultural and geographic conditions created an optimal environment for that to happen.

Alex Cameron|Commentary

On The Graphic Design Reader

Teal Triggs’ and Leslie Atzmon’s The Graphic Design Reader is as challenging as it is necessary.

Sarah Churng|Commentary

A Letter of Love

A letter of love to my fellow non-Black designers, former students, & creative allies.

Doug Powell|Commentary

Better, Faster, Stronger? Design Thinking Gets a New Study

Proof of the value of design thinking is good news for practicing designers.

Jay Parkinson|Commentary

The Road to Wellville

Recommendations for designing a healthcare system around our nation's health needs — chronic care management, prevention and acute care treatment — not history, doctors and their profitability.

Bradford McKee|Commentary

Brass Knuckles and Better Ideas

Reflections on two initiatives to protect U.S. landscapes: EPA rules to stabilize soil at construction sites, and a LEED-like program for sustainable landscape design.

Phil Patton|Commentary

Why Is Google Giving Us the Finger?

Phil Patton is shocked by the low-grade technology Google uses to scan the world's books and wonders why the process is so lacking in transparency.

Phil Patton|Commentary

Triple-Digit Inflation

Phil Patton questions GM's sustainability claims for its Chevrolet Volt electric car.

Andrew Bernheimer|Commentary

An Open Letter to Nicolai Ouroussoff

Architect Andrew Bernheimer challenges the claim by Nicolai Ouroussoff that New York has produced no architects of consequence since the 70s-era "New York Five," suggesting that The New York Times critic "grab a Metrocard" and see for …

Juliette LaMontagne|Commentary

Please Turn on Your Cell Phone

In response to the New York City Department of Education's ban on cell phones in schools, an educator argues for their continued use — as mini computers that help students learn.