The process of constructive thought and action called Design thinking belongs at the center of basic education today because: Design thinking provides a motivating, engaging, learning experience. Design thinking accommodates varied interests and abilities through project based learning experiences that challenge and focus personal initiative. Individual learning styles emerge naturally while responding to other learning styles. Design thinking is multidisciplinary and applicable to any subject. Design thinking may be applied by anyone to problems of any scope or scale, in any context, using any mode of thought, expression or action and any medium or discipline appropriate to the task at hand. Many different points of view are active during design thinking and any subject may be taught through a design project. Design thinking integrates imagination and analytical thinking. Design thinking fosters the exploration, and analysis of relevant information and its effective organization to establish ideas of value regarding a particular context. In contrast, rote learning is hard to remember and use because it has no motivating context of application. Design thinking also teaches how to cope with inadequate information, and uncertainty in order to achieve a goal. Design thinking emphasizes constructive thinking over factual retention. Because a design problem may have many different solutions, Design thinking requires ongoing definition, representation, and assessment. It is a continuous learning experience arising out of a need to obtain and correctly apply knowledge to achieve goals that may change as knowledge of the problem and its context is acquired. Design thinking links information to experience and responsible action. Design thinking organizes thought to empower effective action, and builds self-esteem and competence by requiring responsible performance in actual circumstances. Knowledge arises naturally from experience making it easier to understand, remember and apply. Design thinking encourages objective assessment and values. Design achievements are demonstrable and provide an objective basis for acquiring values. Success is understood through continuous evaluation of progress toward recognized goals and self-assessment is structured by the designer's own efforts to achieve their goals. Design thinking promotes cooperation, socialization and humanistic understanding. Design thinking in groups encourages the development of different perspectives and social skills, including the ability to negotiate, communicate, follow, and lead. Children learn ethical and moral values by directly addressing human needs and desires and sharing their thoughts about what is appropriate and effective. Design thinking promotes the development of knowledge through creative learning experiences that integrate all modes of intelligence and link learning to effective thought and action in the context experienced by the thinker. It involves consideration of people, resources, relationships, contexts, methods, values and knowledge. It calls on the humanities and the arts to express, communicate and situate ideas and to interpret potentials, on technology to implement them and on science to assess their outcomes. Education emphasizing Design thinking can produce an understanding of art, science, technology and the humanities that is integrated, interdisciplinary and humanistically focused. It can bring art education into contact with mainstream subjects, free technology from its obsolete framework in vocational and industrial arts, and put science to work in concert with the humanities. That is why Design thinking is important to basic education and why teaching design thinking skills is important for children to learn.