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International Journal of Technology and Design Education

Erschienen in:

01.02.2013

Architectural theory in the undergraduate curriculum: a pedagogical alternative

verfasst von: Korydon H. Smith

Erschienen in: International Journal of Technology and Design Education | Ausgabe 1/2013

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Abstract

The study of architectural theory remains absent from many undergraduate design programs, or, if present, the structure of many curricula place “theory” as an autonomous, peripheral course. Theory, however, as it is in other disciplines, is the foundation of the discipline of architecture. To regain the importance and vitality of architectural theory amidst an evolving and highly crowded set of courses, creative pedagogies are much needed. This article, therefore, discusses the development of a pedagogical alternative to traditional architectural theory courses. The course is conceived according to the concept of the dialectic and is a required part of the Bachelor of Architecture curriculum at a public university in the United States.

Vorheriger Artikel Engineering and technology students’ perceptions of courses

Nächster Artikel Comparative analysis of recruitment qualifications of industrial designers in Turkey through undergraduate education programs and online recruitment resources

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A paradigm possesses several facets: (a) the assumptions one makes about the world around them, (b) the questions one chooses to ask about that world, and (c) the methods one uses to pursue answers to those questions. As stated by Hatch: “When you are standing within the circle of logic created by the assumptions of your paradigm, the positions taken by those working in other paradigms simply do not make sense. Paradigms are indeed completing ways of thinking about how the world is or is not ordered, what counts as knowledge, and how and if knowledge can be gained.”

For more extensive definitions and discussions of architectural theory in particular, see Groat and Wang (2002, pp. 73–98).

Among German philosophers, Kant, Hegel, and Heidegger, arguably, have had the most significant influence on architecture.

Fichte’s dialectical structure is often attributed, erroneously, to Hegel, i.e., the “Hegelian dialectic.” The reader should note that Hegel’s tripartite system of “original,” “reflective,” and “philosophical” was developed for different purposes than Fichte’s dialectic. Hegel used these terms to define three different approaches to historical research. Fichte’s and Hegel’s constructs are described in this article as parallel simply for pedagogical purposes.

It should be noted that the both forms of the dialectic—Fichte’s and Hegel’s—are merely two means of categorization. Other systems of thought and categorization may be equally useful, for example, Foucault (1970). Nevertheless, it is also worth noting that the tripartite dialectical system directly parallels the works of architectural scholars, such as, Colquhoun (1996).

The concept of “contextualism” was developed at Cornell University in the 1970s by Colin Rowe and others (e.g., Schumacher 1971).

Three debates I have used in this course are: “Discord over Harmony in Architecture: Peter Eisenman and Christopher Alexander in Discussion” (Eisenman and Alexander 2000), “Eisenman versus Krier: My Ideology Is Better than Yours” (Eisenman and Krier 1989), and “Exploring New Urbanism(s)” (Duany et al. 2000).

The range of organizational strategies for architectural theory anthologies is represented by: Architectural Theory from the Renaissance to the Present (2002), which is organized geographically; Architecture Theory since 1968 (Hays 1998), which is organized chronologically; and Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory, 1965‐1995 (Nesbitt 1996), which is organized thematically.

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Titel: Architectural theory in the undergraduate curriculum: a pedagogical alternative
verfasst von: Korydon H. Smith
Publikationsdatum: 01.02.2013
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 1/2013
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-011-9165-5

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