Architectural Education versus Societal Reality (original) (raw)
ALL-INCLUSIVE ENGAGEMENT IN ARCHITECTURE, 2021
Abstract
This chapter discusses architectural education, the more that students get involved in the teaching–learning process, the more difficult it generally becomes for others to understand their lack of interest in certain social realities. It focuses on the exclusions that are of a non-artistic nature. In the architecture school in the case study, the curriculum appears to be, not surprisingly, generic, sterile, and apolitical. The apparent resilience of the status quo can likely be attributed in part to a phenomenon called the “hidden curriculum”: the part of the curriculum that is not overtly stated but still has very strong influence. Social epistemology, or the theory of the collective construction of knowledge, has close links with the learning theory of social constructivism. Social epistemology is also an important part of educational philosophy.
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