Interpretation of Information into Knowledge in Design Based Education: the Roles of Teachers, Students and Librarians. 35th International IGIP Symposium: Engineering Education (18th-21st September, 2006). Tallinn, Estonia . Tallinn, IGIP, pp. 195-202, ISBN 9985596463 (original) (raw)
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EAAE- Theory and Design in Architectural Education, 2001
Theme: Curriculum Keywords: architectural education, design education; new method: sodap, learning by praxis, "Architectural education has always been in tension with architectural practice. That is how it should be; practice sometimes gets complacent and education is there as a kind of conscience, trying to correct what seems to be going wrong, So from time immemorial the architect has been subject to learning in two quite different ways, theory in classroom of some kind and practice, on the job or in the office." G. BROADBENT The subject of this paper "SODAP" based mainly on the opinions briefly outlined in the course of this paper, which are the current problems and quest for solving the existing problems. Therefore, if the problem setting were not correct the result of that scientific study would not be correct either. Discussion of the problem may not be comprehensive within the scope of any conference paper, but in this part of the paper; the understanding of 'Existing Situation' will be summarized, the observations and understanding is focused on the situation of Turkey. Then, a new proposal "SODAP" will be discussed briefly. A. EXISTING SITUATION Problems Of Design Profession In General While preparing curricula, we attempt to cover as much subjects as the students should handle in their future professional life, however, the graduates usually are not fully equipped with the essence of these subjects that we forethought. Most of the time architectural graduates, or any design professional find themselves in a totally new environment completely different than academic environment. Clients have vague concepts on architecture; builders/workers have no idea on design, aesthetics, and philosophy of architecture. Meantime they find themselves to cope with the cost, materials availability; new techniques; a variety of professionals and technicians and even unprofessional people to work with, in addition complicated legal procedures and bureaucracy. In time, with practice, professional maturity obtained through culture and experience and concrete concepts will flourish, but how fast can this procedure be shortened? On the other hand students find themselves in a confusing situation, various job opportunities in branch fields in the profession without knowing which one to choose. Design as an optimization process of the various conceptual and technological elements such as; user needs, social, psychological and personal needs; aesthetics; environmental factors, structural factors; building physics, scientific laws, legislative rules and regulations; additionally, newly graduates have to deal with presentation techniques and communication skills to envelope this totally novice product. The elements of optimization can be categorized also in two complementary groups, as the tangible/ fact and figures (recognizable /measurable) and the intangible (vague or conceptual). Because of the unpredictable character of the intangible or conceptual side of design, such as: variation of needs from user to user and changing of needs or situations from one date to the other, with the impact of economy, design and teach how to design a real difficult task. From architects point of view, any design product or architecture is a final manifestation of the total design process. So how can education or training of architecture handle this difficult task? By teaching the
A RESEARCH ON THE CURRENT PROBLEMATICS AND POSSIBLE SOLUTIONS OF ARCHITECTURAL DESIGN EDUCATION
Recent research shows that the rapid changes in society, information technologies and the construction sector for the last two decades have also started a new transformation process in the discipline of architecture like other disciplines. In today's environment, where social and environmental responsibilities are discussed and architecture is defined as 'an intellectual energy field' with the 'black hole' 1 metaphor, the aim of architectural education, its structuring, and the consequences of globalization are being discussed. The past and the present structuring of architectural education demonstrate differences, especially under the titles of teacher-student relationship, quality of designing knowledge and transfer process, and the existence of critical thinking in education. Since the second half of the 20th century, critical attitudes to education-related issues have been expressed primarily by students, non-academic organizations, and finally, by critics within the academy. The aim of this study is to make proposals regarding the educational environments required for the mission of educating intellectual individuals in the light of these criticisms examined in relation to relationships, structuring and globalization. Constructing architectural education with consideration of criticism should help students not only to develop the skills, strategies and attitudes necessary for professional practice but also to complete their education as intellectuals who have learnt how to learn. The most critical problem on the agenda of architectural education is related with the transfer of methods of acquiring knowledge to architect candidates in a rapidly changing world. In this environment, architects must first discover ways of thinking which they can adapt to the changing circumstances. Reaching information and the consciousness of transforming it should precede the transfer of cliché information; creating experiential environments to educate architects who would be tolerant to complex problems and conditions should be the main motivation for educational reform in the 21 st century world where contradictions, uncertainties and polyphonies are gradually becoming dominant. It is thought that the study which aims to develop a self-critical perspective within architectural design education will contribute to the development of design education. 1. Introduction The issues related to education are among the titles which have long been taking place in theoretical debates are becoming increasingly popular. Especially since the second half of the 20th century, pedagogical debates have become one of the important tools in improving the discourse and practice of architecture. However, current research has highlighted the fact that exponential growth in information technology has caused a rapid change in society for the last 20 years whereas the pace of its impact on education has been rather low. When the current state of architectural education is examined, it is observed that the current problematics of architectural education is now on the agenda for debate as it could not adapt to the pace of change despite the fact that it differs from the educational structure of the past. The problematics of architectural education in question could be expressed as unification experienced together with accreditation processes and globalization, education expenses, inequalities in reaching the sources, beginner students without sufficient background, inadequate education environments, institutionalized universities which become prominent with commercial identities, the cliché and harsh pedagogical methods used in the design process, lack of practice and learning in education and the hierarchical order of teacher-student relationship. The construction of this research was designed to examine the existing problems that might be associated with these titles in architectural design education determined by theorists and to analyze the relation of the methods and structures currently used in
Thinking manifesto on basic design studios in architectural education
New Trends and Issues Proceedings on Humanities and Social Sciences, 2018
Design education delivery is reconsidered every semester from the first basic design course through to the final project class, and while there are diverse approaches to architectural theory worldwide, the problem of teaching architectural design is a continual question to educators, especially for design educators. Over different periods of time, very different approaches to design education have been pursued. These differing theories form the basis for architectural design education. Throughout this process, the history of design education has been shaped and it is important to be able to use the accumulation of knowledge from different fields within the context of 'architectural education'. When we consider the transformation of design education historically and the differing approaches today, such as the effects of changing theories, scientific-cultural sub-structures, transformed super structures and the ever-changing theories on architectural education, the design studio educators should incorporate the benefits of this diverse learned knowledge into the design studio education.
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.