Objectives of design education


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Objectives of design education

  1. 1. Presentation By Ata Chokhachian March 2013 Objectives of Design Education
  2. 2. Ancient design education, started with practical training in the apprenticeship system and then as knowledge of abstract principles become more important to the design process offered additional training in theory. (Gelernter, 1995) Bunch, (1993) describes the historical purpose of education as: 1) Preparation for achievement 2) formation of the practical, intellectual person 3) civilizing and socializing 4) personal self-cultivation 5) bringing individuals into harmony with nature 6) shaping the human personality in accordance with its determinations 7) preparation for research
  3. 3. A holistic university education aims at addressing the whole person, developing the personalities of students in different dimensions, making them know how to acquire knowledge, to communicate, to be aware of his own values, and those of the other’s as well (Farivarsadri, 2001) A complete and systematic theory of architecture must embrace all communications together, as a network of cross-references and institutionalize architecture as system of communications. (Patrik Schumacher, 2011) multi-dimensional education is necessary for an architect
  4. 4. There are 3 main strategies for designing educational objectives in architecture to accommodate the desired, attitude, behavior, practices, knowledge and understanding. Those strategies are: (Kohlberg, 1975) 1. professional spontaneity (romanticism): the architecture education must be permissive enough to allow the inner spontaneous abilities of the students to unfold 2. the body of information and rule or values (cultural transmission): leading the technical information through culture and profession and learn by imitating the experiences of the experts 3. human development - ideology education (progressivism): architecture education should flourish the student`s interaction with his developing society and environment
  5. 5. With many architecture students graduating into a diminished UK construction sector, architectural educators are forced to rethink the education value proposition, looking to enable aspiring young architects to define and even design the profession of tomorrow. (Harriss, 2011) A Shift in Objectives Today, existing models of architectural education are in the process of adjustment to new cultural and technological conditions of the digital age. This situation can be seen as analogous to the illustration of Modernism as a pedagogical model. (Oxman, 2007)
  6. 6. Bauhaus (1919e1933) • The ‘working materials’ (glass, clay, stone, wood, metal, fabric and color) were interpreted as contributing key properties to be manipulated in design • integration of new domains, particularly those of craft and the fine arts HfG Ulm (1955e1968) • emerged in periods of conceptual change in both content and tools (from craft to mechanization) • Learning based upon materials and tools and the study of nature, material science, composition, construction and representation ? • Digital tools and multiple communication • experimentation with new conceptual structures and objectives • Deal with the virtuality of the life
  7. 7. What will be the objectives of design education for tomorrow?
  8. 8. References: o Dutton, T. A. (1984). "Design and Studio Pedagogy." Journal of Architectural Education 41(1): 16-25. o Ellsworth, E. A. (2005). "Places of learning: media, architecture, pedagogy." The Materiality of Pedagogy: 15-36. o Farivarsadri, G. (2001). "A CRITICAL VIEW ON PEDAGOGICAL DIMENSION OF INTRODUCTORY DESIGN IN ARCHITECTURAL EDUCATION." AEE2001. o Harriss, H. (2011). "LEARNING ARCHITECTURE THROUGH LIVE PROJECTS." Design and Environment Oxford Brookes University(Education Category). o Molon, M. (2007). "BOUNDARIES OF TRADITION AND CHALLENGES IN THE MODERNISATION OF ARCHITECTURE'S PEDAGOGY." Proceedings Designtrain Congress Trailer Amsterdam, The Netherlands: 243-251. o Oxman, R. (2007). "Digital architecture as a challenge for design pedagogy: theory, knowledge, models and medium." ront matter Design Studies, 99-120.