Global Architect’s Education: Tearoom Database of Interactive Online Workshops (original) (raw)
2015
Research in the built environment is moving in new directions, yet architectural discourse regarding interdisciplinary research typically focuses on how other disciplines can inform architecture. This paper examines the value of the reverse process. Where can innovative architectural research enter within interdisciplinary programs and research outside the architecture discipline and profession? At a time when many universities are creating Global Studies programs, one wonders why the concepts, research, and practices of architecture are excluded. Certainly the design of human settlement is central to many of the supranational phenomena examined in global studies research, such as climate change, rapid urbanization, disaster relief and development, human health, and sustainability broadly conceived. This paper develops a case study based on two years of participant-observation research analyzing a new interdisciplinary major in Global Studies at the University of Virginia. A complex partnership between the College of Arts & Sciences and the Schools of Architecture, Commerce, Education, Engineering, Leadership and Public Policy, and Nursing, the program structures research and courses around broad skills and methods of understanding global phenomena. Outcomes include both substantive knowledge and enduring life-enhancing skills. While Public Health, Development Studies, and Security and Justice were originally planned concentrations for the major, serious consideration of the built environment was absent. As a Professor of Architecture, I worked to integrate environmental issues within the proposed major through a Global Environments and Sustainability concentration. The architectural discipline’s knowledge and research methods, such as design thinking, participatory and practice-led research and experiential learning methods, can effectively contribute to a focus on creating innovative solutions to real-world environmental, social, and economic challenges. The Global Environments + Sustainability approach establishes a translatable model to bring research in sustainable architecture and environmental design to the forefront of Global Studies.
Rethinking the Human in Technology Drive Architecture - ENHSA International Conference Proceedings, 2011
In his magnum opus, " Truth and Method " , published in 1960, the German philosopher Hans Georg Gadamer (1900 – 2002) argued that since the enlightenment, scientific research method in general has become increasingly interrelated with the methods and norms of the so called natural sciences. As a result, humanistic fields of research have suffered as they were forced to adopt the methodology, the tools and eventually, the philosophy of natural sciences. Accordingly, for architecture this trend meant nothing less than a " process that reduced all that is worth knowing about the making of architecture to transparent productive knowledge " (Vesely, D. 2004). It can be argued that this reduction remains one of the central issues that confront the so called " digital " or " IT driven " architectures of today. This is outlined by the problems arising from the integration of a medium, digital tools in this case, that deals primarily with quantifiable elements in an environment (architectural design) that must take into consideration elements that are impossible to reduce to quantifiable variables. The roots, as well as the repercussions of this inherent dichotomy in contemporary architecture is a matter that merits serious discussion, and can be traced to the gap that has appeared between architectural praxis and architectural theory (Hays, M. 2000). Faced with the present digital revolution it is useful to recall Mies Van der Rohe's observations, when faced with the " new time " imposed by the industrial/technological revolution. Mies stated that we must set new values and point out ultimate goals in order to gain new criteria. For the meaning and justification of each epoch, even the new one, lies only in providing conditions under which the spirit can exist (Neumeyer, F. 1994). The issues outlined by Mies, remain in many ways, the issues with which contemporary architecture, facing the challenges of the digital revolution of present times, has to deal with. Ultimately, the question of digital (or IT) architectures is not only a matter of " what we design and how we design it " as illustrated by various digital architecture theorists (Kolarevic B.2000, Lynn, G., 1999, Mitchell, W. 1990, etc) but also a matter of WHY we design (Martin, R. 2005). It can be theorized that the WHY can stem from the process of architectural education and the architectural culture it cultivates. As a result, it is crucial to examine the reaction of the architectural educational system vis a vis the introduction of the digital in architectural design. Kastoriadis, in his essay " Psychoanalysis and the demand of autonomy " (Kastoriadis, K. 1989) layed out the following principles that he considered of paramount importance to any educational system: a) An educational system that cannot logically answer the question of those subjected to its education " why are we learning this? " remains incomplete, and b) an educational system that does not afford the maximum possible independence to those educated, is bad. In this regard, if we take for granted the changes of the digital revolution in the field of architecture, we must ask ourselves if the processes of architectural education that are emerging in the wake of the digital are incomplete, or even bad. This line of thought is further discussed in the paper while emphasis is placed on issues related to architectural education in the digital era (Ascanowicz, A. 2007). The discussion in the paper poses questions regarding the integration of digital media in the design process and highlights the need for a re-evaluation of both the role of Information Technologies in architecture as well as the educational framework that supports it.
2018
Keynote Presentation as part of KLAF 2018, Kuala Lumpur Architecture Festival, Malaysia, 4 July 2018. ________ DATUM:EDU 04 July 2O18, 9:OOam - 6:00pm, Plenary Hall KL Convention Centre The architectural profession is today confronted with an increasingly complex and challenging environment. From the local to the global, the international to the vernacular, architects have to continually adjust and adapt their practice in a fast changing milieu to engage with new shifting conditions both within the profession and externally. The new generation of architects are called upon to provide better answers and solutions, to lead and inspire in a world requiring ideas, beauty, optimism and inspiration. As part of the yearly Datum:KL conference, the inaugural Datum:EDU conference is a one-day event that seeks to explore the different methods of pedagogical approaches and formats of institutions and academies across the region and internationally. How does architectural education keep track with the CHANGES in our contexts and circumstances to remain relevant in an age of the contingent. Delegates from the South East Asia (ASEAN region), Malaysia and internationally will gather in Kuala Lumpur this July 4th, 2018 to meet, network and discuss current issues on architectural education and its direction.
2020
play an active role in the exchange of ideas and development of the principles related to environment and quality of life, as it is possible to create similar processes in education through international collaborations and being able to influence the development of new and innovative ideas. Atelier Européen International Project Workshop, under the theme of 'Cities, Territories and Societies' has continued to work in various cities of different countries for more than a decade, with joint interdisciplinary project studies in architecture, urbanism and conservation areas, and has brought different architecture schools together to study simultaneously and in parallel. With the attendance of İstanbul Technical University (İTÜ), Yıldız Technical University (YTÜ), Mimar Sinan Fine Arts University (MSGSÜ), İstanbul Kültür University (İKÜ), Ecole Nationale Superieure d’Architecture de Grenoble and Ecole Nationale Superieure d’Architecture de Nancy from France, Aristotales University from Greece and Porto University from Portugal, international joint workshops have been realized starting from 2005, while another important technical and organizational support and contribution was provided by the local administrations of the studied area, where they took part in the process of joint discussions. The projects, handling a different problem area of a different city each time as term projects, studied by the participating undergraduate and graduate students on architecture, urbanism and restoration were discussed in a multi-faceted manner with an interdisciplinary approach, scrutinized by parallel projects at different scales.
Digital Design Realities and Futures: Educating Architectural Scientists
Making built environments responsive: Proceedings of the 8thInternational Conference of Faculty of Architecture Research Unit (FARU), 2015
In the recent years, qualitative developments in the architectural profession are affecting substantively all facets of design praxis. The way how professional relationships, construction techniques, buildings- materials, design instruments and ways of working are changing is often faster than an educational system can react to. Hereby digital instruments are often the driving forces that facilitate change in praxis and the understanding of architectural education. Computa-tional instruments are by far no longer basic recording and drawing media but progressive partner in design that allow the power of computational logic to be applied to design. The evolution of contemporary digital architecture facilitated by complex software and mostly online networked communications as well as data mining capabilities are among several technological and cultural develop-ments that are driving architectural education to novel directions.
2005
This study focuses how two academic disciplines; architecture and interior architecture, have collaborated on a common project. It discusses educational issues and comments on possible improvement to interdisciplinary work offering design education curriculum recommendations. With the help of rapid developments in information and communication technologies, collaboration between geographically distributed, multidisciplinary teams is becoming standard practice in the Architecture, Engineering and Construction (AEC) industry. However, in design education students seldom have a chance to collaborate with other disciplines. By integrating information and communication technologies into design studio, encounter of different disciplines can be achieved and this expected to be effective in design curriculum. In this research, students from both disciplines collaboratively designed a Turkish Store in the Netherlands in a virtual design studio environment. Information on encounter of disciplines was obtained via questionnaires and interviews. The results indicate that the similarities of disciplines and the differences in social and cultural contexts provided a rich setting for exploring cross-cultural design collaboration and understanding of interdisciplinary spatial processes in terms of design students. Overlapping boundaries of architecture and interior architecture were perceived by design students and it was an effective experiment for their professional life.
Charrette [association of architectural educators (aae)], 2017
The goal of this paper is to present the intercultural context and student projects developed in 'Idea and Form,' which constitutes the foundation of the architectural program of the IE School of Architecture and Design, based in Segovia, Spain, with students from across the five continents. It shows how the contemporary reality that beginning architecture students are faced with –the need to be simultaneously intra-and extra-disciplinary, site-specific and intercultural– can be productively engaged by exploring the internal and external components of architecture (Space/Landscape, Program/Culture) across an architectural frame. This framework prepares students to navigate the different worlds in which they are immersed simultaneously, from the backgrounds that accompany them from home, the redefinition of a new home in Segovia, and out to the wider frame of the multi-layered societies in which they will live and practice in the future.
A Theory for Integrating Knowledge in Architectural Design Education, Ashraf M. Salama, 2008
2008
Salama, A. M. (2008). A Theory for Integrating Knowledge in Architectural Design Education, Archnet-IJAR- International Journal of Architectural Research, 2(1), pp. 100-128. ISSN # 1938 7806. This paper argues for introducing a theory for knowledge integration in architectural design education. A contextual analysis of the reasons for developing a theory is introduced and reasons are categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.
Handbook of Research on Developments and Future Trends in Transnational Higher Education (Publisher: IGI Global), 2023
In this book chapter, authors will reflect on the challenges, advantages, and pitfalls of the blended teaching in 2 architectural design studios jointly organized by an Australian and a Japanese university, highlighting key considerations ranging from the variety of learning and teaching on campus and virtual practices, to the design of assessments and related feedback, and the use of various on-line communication and graphic platforms implemented for teaching and learning (Teams, Zoom, Miro, Concept-board). They will also give an account of the experience and direct involvement of both students and faculty during the lock-down, and how flexibility and adaptability to the use of new technologies on their parts has resulted in a valuable experience at least for what concerns international design studios cooperation. As is common practice in architectural schools, the 2 joint design studios focused on different scale of representation and design, exploring issues and characteristics from the territorial to local scales.