The Comparative Study of three Generations of Academic Architecture Education: Procedure, Knowledge, and Design Thinking Approach

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Kian Ersi Mansoureh; MOZAFFAR FARHANG; KHOSRAVI VAHID

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Journal: HOVIATESHAHR Year:2019 | Volume:13 | Issue:37 Page(s): 59-72

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Information Journal Paper

Title

The Comparative Study of three Generations of Academic Architecture Education: Procedure, Knowledge, and Design Thinking Approach

Author(s)

Kian Ersi Mansoureh | MOZAFFAR FARHANG | KHOSRAVI VAHID | Issue Writer Certificate

Keywords

Architectural EducationQ1

Design ProcessQ1

Design Knowledge and Design ThinkingQ1

Abstract

Formations of designer characteristic and acquiring design skills are of the highest importance, therefore paying attention to the architecture education process at architecture school is important. Considering the world experience in academic education and examining the local conditions accompanied to attention to research on analysis of traditional architecture education in this country all in all are helpful in fulfilling a desired architecture education. The present study analyzed the academic architecture education development in the world in three eras: before the 1960s, between 1960 to 1996 and from 1996 on considering the importance of three factors of skill, knowledge and wisdom. Design knowledge as a sub-branch of knowledge is an effective element in all three factors and Design Process is also the most prominent axis of architecture education teaching. Considering the capabilities of traditional education and examining academic architecture education process in Iran (more than 70 years) a comparison and contras ting examination between global processes and internal education is presented based on conducting research studies. By comparing three eras of academic architecture education, it is concluded that the first-generation emphasized in the Design Process and exact definition of how this passed as well as improvement of design knowledge, as artistic or technical way. In the second generation, considering the experiences of the first era and at the same time with huge research of design at this time, the importance of the Design Process and thought on methodology became the most important. As the technology improved, information networks and global communication become prevalent in the third generation, and the concern for acquiring knowledge for design is being faded, applying knowledge design and design thought has gained importance. Additionally, the analysis of each era of academic education in three mentioned sections, comparing this analysis and considering time, it can be concluded that proportionate to the role architect's roles in the professional world, the role of the instructor in the designer ateliers have seen changes, but not homogenous to the profession. The teacher role as the complete dominance and power has changed and nurturing a self-centered architect changed to nurturing a facilitator who accept others` opinions and then made decisions. Lack of clear analysis in different phases of education, another point in the architecture process, is also important. Architectural Education is to prepare the students for accepting the roles of the future architects as well as reinforcing better and more comprehensive understanding of the environment and community, thus reinforcing the design thinking must gain more attention. After examining three generations of architecture education and analyzing the strengths and weaknesses, the present study found that investing on nurturing the design thinking in the students is the main point to fulfill the educational purposes and efficiency in the profession. The quality of investing and attentions to educational methods is really helpful to nurture the design thinking for the activists of the educational domain, such as researchers, planners, and teachers and also is particular path finding for teaching design courses in three sections of basic, general and specialist.

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APA: Copy

Kian Ersi, Mansoureh, MOZAFFAR, FARHANG, & KHOSRAVI, VAHID. (2019). The Comparative Study of three Generations of Academic Architecture Education: Procedure, Knowledge, and Design Thinking Approach. HOVIATESHAHR, 13(37 ), 59-72. SID. https://sid.ir/paper/154788/en

Vancouver: Copy

Kian Ersi Mansoureh, MOZAFFAR FARHANG, KHOSRAVI VAHID. The Comparative Study of three Generations of Academic Architecture Education: Procedure, Knowledge, and Design Thinking Approach. HOVIATESHAHR[Internet]. 2019;13(37 ):59-72. Available from: https://sid.ir/paper/154788/en

IEEE: Copy

Mansoureh Kian Ersi, FARHANG MOZAFFAR, and VAHID KHOSRAVI, “The Comparative Study of three Generations of Academic Architecture Education: Procedure, Knowledge, and Design Thinking Approach,” HOVIATESHAHR, vol. 13, no. 37 , pp. 59–72, 2019, [Online]. Available: https://sid.ir/paper/154788/en

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