| Preface |
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11 | (4) |
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| Foreword |
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15 | (4) |
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| Introduction: A New Round of Pedagogical Discourse In Architecture and Urbanism |
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19 | (10) |
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Chapter 1 A New Theory for Transformative pedagogy in Architecture and Urbanism |
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29 | (24) |
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1 From Knowledge Consumption to Knowledge Production |
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29 | (2) |
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2 Why Introduce a New Theory? |
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31 | (4) |
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Admission Policies and the Skills Emphasis Syndrome |
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31 | (1) |
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Idiosyncrasies on Knowledge Delivery and Acquisition |
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32 | (2) |
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Some Alarming Figures on Studio Teaching Practices |
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34 | (1) |
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3 The Milieu of the Theory |
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35 | (5) |
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Negative Impacts of the Current Culture of Architectural Education |
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35 | (1) |
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The Shift from Mechanistic Pedagogy to Systemic Pedagogy |
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36 | (1) |
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Knowledge Content Transformations |
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37 | (2) |
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Pressing Questions-Urgent Answers |
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39 | (1) |
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40 | (9) |
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The Disciplinary Component: Beyond Mono-disciplinarity |
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41 | (2) |
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The Cognitive Philosophical Component |
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43 | (3) |
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The Inquiry Epistemic Component |
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46 | (3) |
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5 Conclusion: Strategic Accommodation of the Theory |
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49 | (4) |
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Chapter 2 The Architect, the Profession, and Society |
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53 | (28) |
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1 The Evolution and Transformation of the Profession of Architecture |
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53 | (8) |
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Evolutionary Development of the Profession |
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54 | (1) |
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Architecture in Transition |
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55 | (6) |
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2 The Architects' View of the Profession, have they changed since the 1980s |
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61 | (6) |
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Two Studies from the 1980s: Views and Perceptions of Mainstream and Star Architects |
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62 | (2) |
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Recent Discourses and Critical Reflections |
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64 | (3) |
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3 Worldwide Understanding of the Architect-Planner Role Models |
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67 | (5) |
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67 | (3) |
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70 | (2) |
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4 Social and Ethical Approaches to Creating Meaningful Environments |
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72 | (4) |
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73 | (1) |
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Post Occupancy Evaluation |
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74 | (1) |
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75 | (1) |
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5 Implications on a Transformative Pedagogy in Architecture and Urbanism |
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76 | (5) |
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Chapter 3 The Conventional Approach to Studio Teaching Practice |
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81 | (40) |
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1 The Roots of the Conventional Approach to Studio Teaching |
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82 | (1) |
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2 The Beaux-Arts: Origin, Evolution, and the Educational System |
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83 | (6) |
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Origin and History of the Beaux-Arts |
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83 | (4) |
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The Beaux-Arts Educational System |
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87 | (2) |
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3 The Bauhaus: Its Short History and Educational System |
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89 | (4) |
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Origin and Evolution of the Bauhaus |
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89 | (3) |
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The Bauhaus Educational System |
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92 | (1) |
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4 Impacts of and Challenges to the Conventional Approach |
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93 | (3) |
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5 Critical Anatomy of the Conventional Approach to Studio Teaching |
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96 | (9) |
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The Educational Consequences |
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96 | (5) |
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The Professional Consequences |
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101 | (4) |
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6 Two Decades of Exploring Architectural and Urban Pedagogy |
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105 | (11) |
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A Worldwide Survey of Architectural Design Teaching Practices (1994) |
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105 | (5) |
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A Worldwide Survey of Policies for Admission to Schools of Architecture (2000-2001) |
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110 | (2) |
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A Regional Exploration I: Examining Sustainability as a Content of Knowledge in Africa and the Middle East (2002) |
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112 | (3) |
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A Regional Exploration II: Investigating the Impact of International Paradigmatic Trends on Arab Architectural Education (2007) |
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115 | (1) |
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116 | (5) |
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Chapter 4 Against the Conventional Studio Pedagogy |
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121 | (36) |
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1 Ten Revolutionary Models Shaping Transformative Pedagogy |
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122 | (21) |
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The Case Problem (Experimental) Model |
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122 | (3) |
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125 | (2) |
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The Participatory Model (Community Design) |
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127 | (2) |
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The Hidden Curriculum Model |
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129 | (2) |
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The Pattern Language Model |
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131 | (2) |
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133 | (2) |
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135 | (2) |
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The Energy Conscious Model |
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137 | (2) |
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139 | (2) |
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141 | (2) |
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2 Discoursing the Revolutionary Models of Studio Pedagogy |
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143 | (4) |
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143 | (1) |
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Characteristics of the Teaching Processes |
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144 | (2) |
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146 | (1) |
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3 Personal Experience: Reactions to Conventional Studio Pedagogy |
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147 | (10) |
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A Process Oriented Studio Pedagogy |
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148 | (2) |
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Implementation of a Process Based Studio Teaching Model |
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150 | (7) |
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Chapter 5 Empowering Transformative Pedagogy: A Knowledge-Based Architectural and Urban Design Studio |
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157 | |
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158 | (3) |
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2 Some Constituents for Transformative Pedagogy |
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161 | (8) |
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Knowledge, Creativity, and Critical Inquiry |
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161 | (4) |
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Experiential /Active Learning and Pedagogical Events |
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165 | (4) |
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3 Scenarios and Mechanisms for a Knowledge-Based Design Studio |
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169 | (4) |
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Environmental Evaluation as a Strategy for Acquiring Knowledge in the Studio |
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170 | (1) |
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Knowledge Acquisition and Developing Design Criteria |
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170 | (2) |
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Participatory Design: A Knowledge Tool in the Studio |
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172 | (1) |
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4 Student-Centered, Process-Oriented, and Knowledge-Based Design Techniques |
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173 | |
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Pattern Language, Observation, and Socio-Behavioral Mapping |
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173 | (1) |
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173 | (3) |
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176 | (1) |
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177 | (1) |
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Visual Information Gathering Techniques |
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178 | (1) |
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Categorizing Visual Cues: Visual Characteristics of Dwellings |
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179 | (1) |
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Details and Taxonomy of Building Types |
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180 | (1) |
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Visual Attributes of Buildings and Urban Environments |
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181 | (3) |
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Relating Building Images to Activities and User Types |
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184 | (1) |
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Relating Visual Attributes of Buildings to Culture and Context |
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184 | (1) |
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Environmental Character and Contextual Infill |
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185 | (2) |
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Interview and Walk-through Techniques |
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187 | (1) |
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188 | (1) |
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A Multiple Factor Building Appraisal |
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189 | (2) |
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191 | (1) |
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Collaborative and Interactive Techniques |
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192 | (1) |
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Setting the Goals of Clients/Users |
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193 | (3) |
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Gaming Techniques: Spatial Layout - Model Assembly |
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196 | |
