Re-adjusting the Objectives of Architectural Education

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• 作者：Nadia Charalambous ; ^{charalambous.nadia@ucy.ac.cy" class="auth_mail" title="E-mail the corresponding author} ; Natasa Christou
• 关键词：architectural pedagogy ; practice-based learning ; integrative design
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2016
• 出版时间：20 July 2016
• 年：2016
• 卷：228
• 期：Complete
• 页码：375-382
• 全文大小：511 K

文摘

Architectural Education remains crucial to establish progress and social development despite the fact that it continues to face important challenges. Detached from the epochal change in evolutionary and historic terms, the efficiency of pedagogy is under question. How well do we prepare students for a very difficult future in practice? This paper focuses on the ‘great chances’ given by various issues in the field to redefine the core of education for our future graduates. In this context, it is required to adapt within the current critical realities by “rethinking and redesigning the teaching and learning relationship” (Garrison & Kanuka, 2004, p. 99). We believe that teaching should grasp a critical momentum, by examining what really is the object of our studies, by generating a new approach to dealing with discords within and beyond the built environment. The aim of this paper is to explore teaching that engages students’ active participation through practiced-based learning in the design studio, utilizes new methods and tools and nurtures beyond disciplinary types of knowledge production. The aim is also to encourage students to identify real-life opportunities, in which they can respond optimistically, alternatively and creatively, in the hope to improve their chances to establish their future career paths.