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. 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. 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. 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. 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. What will be the objectives of design
education for tomorrow?
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.
