In this paper, I analyze the characteristics of method-guided and nonmethod-guided design practices from the perspective of their corporal implications. To this end, I refer to the most common design methods reported in the literature as compare them to participative observations in the French and German design and innovation sectors over the last five years. While design methods are supposed to frame the project set-up with a high level of rationalization, non-method-guided design practices demonstrate a higher mobilization of intuition, experience, and tacit knowledge. I trace these differences along with their varying corporal implications and highlight their underlying epistemological approaches. In conclusion, I argue for the need to integrate affective and corporal education in design curricula.