Architectural Education and the Profession: Preparing for the Future

2005 ◽  
pp. 20-40
Keyword(s):  
Architectural Education ◽  
The Future

Positioning historical evidences in architectural education: review of methods and contents

2020 ◽  
Vol 45 (4) ◽  
pp. 481-507
Author(s):  
Yasira Naeem Pasha ◽  
Shahla Adnan ◽  
Noman Ahmed
Keyword(s):  
Formal Education ◽  
Developmental Stages ◽  
Culturally Sensitive ◽  
Theory Model ◽  
Architectural Education ◽  
Group Discussions ◽  
Content Type ◽  
Skill Sets ◽  
The Future ◽  
History Of

Purpose This paper aims to position the evidence in the history of architectural education, which has contributed to the development of architecture as a discipline. The paper focusses on the transformational stages of architectural education through history. It builds on considering its evolution from informal stages towards formal educational discipline and then standardization as a curriculum-based model in contemporary times. Design/methodology/approach The research adopts a qualitative approach focussing on epistemological interpretations through triangulation. The qualitative data includes two main categories; first, historical research and second, interviews and focussed group discussions. It then adopts the triangulation method for the analysis of data. The exploration positions historical pieces of evidence encompassing important factors involved in the process that directed the changes while suggesting the modes of training of architects. The interviews and focus groups provide a valuable addition to historical data for connecting it to contemporary times. Significant modes examined include master pupil, apprenticeship and curriculum-based model, in addition to several fundamental skill sets such as drawing, painting and sculptures that remained constant in this process. Findings The historical pieces of evidence inform that architectural education has been inclusive and considerate towards cultural concerns throughout its developmental stages untill the currently adopted curriculum-based model. It concludes that the development of architecture as a discipline in formal education has been influenced by methods of disseminating knowledge, contents incorporated for teaching architecture, deliberate inclusion of relevant knowledge areas such as arts and cultural integrations of societies. Research limitations/implications This research is limited to a structured study to explore and position pieces of evidence in the history of architectural education considering its methods and contents. While it signifies the role of culturally sensitive contents in the architectural curricula, the scope of this research is not to focus on the development of any new theory, model or postulate regarding the inclusion of some specific contents. The implications of this research aspire to the best use of methods and contents deeply rooted in the development of the discipline, of architectural curricula in the future. It suggests the negation of possible overlooking of such content in curricula. Originality/value The study signifies the core argument of the relevance of architectural education to social and cultural concerns as an important facet in the developmental stages in the history of the discipline. The exploration of pieces of evidence is significantly important to avoid the inadvertent overlooking of the culturally sensitive content in architectural education in the future development of architectural curricula that were included purposefully.

Questions That Will Not Go Away: Some Remarks on Long-Term Trends in Architecture and their Impact on Architectural Education

2006 ◽  
Vol 31 (2) ◽  
pp. 12-19
Author(s):  
N. John Habraken
Keyword(s):  
Architectural Education ◽  
Philosophical Question ◽  
The Past ◽  
Self Image ◽  
The Future ◽  
Long Term Trends ◽  
The Way

I want to raise a more philosophical question. What fundamental images and ambitions have guided us in the past and may guide us in the future? I want to particularly call attention to the way we explain ourselves to ourselves and to those we work with. This question may not seem practical but, ultimately, our self-image determines the way we design: our buildings reflect how we see ourselves. To let you know right from the beginning what I am aiming at, my talk can be summarized as follows: we come from a tradition of monument builders, but today we are almost entirely immersed in design for everyday environments. Where we come from is very different from what we do now. The way we see ourselves is a product of the past and is becoming increasingly counter productive.

Research assessed

1997 ◽  
Vol 2 (3) ◽  
pp. 6-11 ◽  
Author(s):  
Peter Carolin
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Architectural Education ◽  
Full Time ◽  
The Future ◽  
The Uk ◽  
Architectural Research

The publication, last December, of the ‘research ratings’ awarded to subject groups in each of the United Kingdom's higher education institutions provoked a shocked response in many Architecture schools. A fierce debate on the nature of architectural research and its implications for the future form of architectural education is now developing. With so many countries following the UK standard of a five-year period for full-time education in Architecture (and RIBA validation), this is a subject of more than local interest. Peter Carolin reports on the background to this debate.

Form and Formalism: On the Future Role of Structural Design in Architectural Education in China

2012 ◽  
Vol 450-451 ◽  
pp. 257-262
Author(s):  
Christiane Margerita Herr ◽  
Thomas Fischer ◽  
Stephen Millard ◽  
Andre Brown
Keyword(s):  
Structural Design ◽  
Architectural Education ◽  
Future Role ◽  
The Future ◽  
Education In China

scholarly journals A Study on Developing Future Scenarios in Architectural Design

2021 ◽  
Author(s):  
Gizem Özkan Üstün ◽  
Sena Işıklar Bengi
Keyword(s):  
21St Century ◽  
Architectural Design ◽  
Free Play ◽  
Architectural Education ◽  
Future Scenarios ◽  
Future Perspectives ◽  
Fish Market ◽  
The Future ◽  
Unique Approach ◽  
Collective Production

The 21st century is known for globalisation and rapid transformations in technology. These transformations also affect architecture and the urban environment. Developing projections for the future of architecture is becoming more critical in this era, where the opportunities to adapt to rapid transformations are scarce. This study investigates how to develop future perspectives for the 21st century. Utopian speculations in the historical process and the 20th century's Futurism movement were examined in this regard. A collective and multi-future methodology has been developed as a unique approach. In this paper, a multifuture experimental study was conducted as a daily workshop. In the workshop, seven architecture students from various universities and different architectural education years studied possible future scenarios for Beşiktaş Fish Market. Students were tasked to produce designs in compliance with the chronological timeline of the future for the possible transformation of the Beşiktaş Fish Market. The market, designed by Gökhan Avcıoğlu and GAD in 2009, was accorded the 2012 International Architecture Award and 2014 Archmarathon Crowd. In light of the outcome products obtained from the workshop, it can be stated that a multi-future way of thinking and collective production contributes to imaginative free play in the architectural design process and is a proposal to architecture as a possible preparation for the future.

scholarly journals Architecture of the future in the eastern europe: reality and illusions

2020 ◽  
pp. 100-112
Author(s):  
Victor Proskuryakov ◽  
Yuliya Bohdanova
Keyword(s):  
Twentieth Century ◽  
Eastern Europe ◽  
First Century ◽  
Architectural Education ◽  
Distant Future ◽  
University Of Technology ◽  
The World ◽  
The Future ◽  
National University ◽  
The City

This paper presents the outcomes of two international conferences: ‘On the way to architectural education and the profession of the future’ and ‘Genesis and development directions of the future architecture in the Eastern Europe’, which took place on 28 November 2018 and 28 November 2019, respectively, at the Lviv Polytechnic National University. During the conference, educationalists, researchers, experts from architectural and artistic schools of Ukraine from Lviv, Kyiv, Odessa, Chernivtsi, Dnipro, Lutsk; Poland - from the city of Kielce; Germany - from Dresden University of Technology; Canada - from the city of Toronto, discussed what had to be done and done unquestionably so that we could not only dream about an architecture of the future but also actively create it. Not asking a formal request of the speakers to present what came out of the predictions of the architects / futurists of the twentieth century directed, according to their understanding, into close (the 1970s and 80s), non-distant (the 1990s) and distant future (the turn of the twenty-first century). Instead, they wanted to plant into the architectural reality of modern Eastern Europe, and Ukraine, Poland, Germany in particular, those sprouts of the new in architecture which are associated with ‘the architecture of the future’ and that are currently being born and their blooming can be expected in the Eastern Europe and the world in the future.

Sign in / Sign up

Export Citation Format

Share Document