Engineering education is appropriately concerned with technical problem solving. However, the philosophical tradition has periodically asserted that technical rationality is but one mode of rationality. Informed by experience in both design practice and engineering education the authors agree with Donald Schön that professional artistry is an essential dimension of both engineering practice and teaching. Advertence to this artistry elucidates the scope and limitations of technical rationality. An extended epistemology for grounding professional practices such as engineering and teaching is offered as a valuable resource for the CDIO community. It is argued that this epistemology implies firstly that engineering education must address design artistry, secondly that a reflective element is needed and thirdly that for creative professionals, learning outcomes defined without due consideration of process are educationally misconstrued. Two curriculum examples from the University of Limerick problem and project-based civil engineering programme that address these concerns are offered for consideration.