Beyond the consumption of knowledge

questioning of and questing for future forms of pedagogy in architectural education

Research output: Contribution to conferenceKeynote

Abstract

This paper responds to some of the negative tendencies that continue to characterize the delivery of knowledge in architectural education. It accentuates the shift from mechanistic pedagogy to systematic pedagogy and outlines the characteristics of each. Building on critical pedagogy and the hidden curriculum concept transformative pedagogy is introduced as a form of pedagogy that can be interweaved into conventional teaching practices. Translating the premises underlying these pedagogies and building on the author’s earlier work on design studio pedagogy and the teaching practices involved, a theory that explores the integration of knowledge in architectural design education is articulated. The paper demonstrates how the theory and its underlying components and mechanisms can be applied to both lecture-based courses and design studio sittings. In an attempt to address the challenges architectural education should encounter, the implementation of the theory would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners, from knowledge consumers to knowledge producers, while positioning themselves in a challenging future professional world.
Original languageEnglish
Pages2-11
Number of pages10
Publication statusPublished - Oct 2012
EventMalaysian Architectural Education Conference (MAEC 2012) - Faculty of Design and Architecture, Universiti Putra Malaysia, Serdang, Malaysia
Duration: 4 Oct 20125 Oct 2012

Conference

ConferenceMalaysian Architectural Education Conference (MAEC 2012)
CountryMalaysia
City Serdang
Period4/10/125/10/12

Fingerprint

Education
Studios
teaching practice
Teaching
education
Architectural design
listener
Curricula
producer
Students
curriculum
knowledge
learning
student

Keywords

  • architectural education
  • systemic pedagogy
  • transformative pedagogy
  • knowledge integration
  • trans-disciplinarity

Cite this

Salama, A. M. (2012). Beyond the consumption of knowledge: questioning of and questing for future forms of pedagogy in architectural education. 2-11. Malaysian Architectural Education Conference (MAEC 2012), Serdang, Malaysia.
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abstract = "This paper responds to some of the negative tendencies that continue to characterize the delivery of knowledge in architectural education. It accentuates the shift from mechanistic pedagogy to systematic pedagogy and outlines the characteristics of each. Building on critical pedagogy and the hidden curriculum concept transformative pedagogy is introduced as a form of pedagogy that can be interweaved into conventional teaching practices. Translating the premises underlying these pedagogies and building on the author’s earlier work on design studio pedagogy and the teaching practices involved, a theory that explores the integration of knowledge in architectural design education is articulated. The paper demonstrates how the theory and its underlying components and mechanisms can be applied to both lecture-based courses and design studio sittings. In an attempt to address the challenges architectural education should encounter, the implementation of the theory would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners, from knowledge consumers to knowledge producers, while positioning themselves in a challenging future professional world.",
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Salama, AM 2012, 'Beyond the consumption of knowledge: questioning of and questing for future forms of pedagogy in architectural education' Malaysian Architectural Education Conference (MAEC 2012), Serdang, Malaysia, 4/10/12 - 5/10/12, pp. 2-11.

Beyond the consumption of knowledge : questioning of and questing for future forms of pedagogy in architectural education. / Salama, Ashraf M.

2012. 2-11 Malaysian Architectural Education Conference (MAEC 2012), Serdang, Malaysia.

Research output: Contribution to conferenceKeynote

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AU - Salama, Ashraf M

PY - 2012/10

Y1 - 2012/10

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AB - This paper responds to some of the negative tendencies that continue to characterize the delivery of knowledge in architectural education. It accentuates the shift from mechanistic pedagogy to systematic pedagogy and outlines the characteristics of each. Building on critical pedagogy and the hidden curriculum concept transformative pedagogy is introduced as a form of pedagogy that can be interweaved into conventional teaching practices. Translating the premises underlying these pedagogies and building on the author’s earlier work on design studio pedagogy and the teaching practices involved, a theory that explores the integration of knowledge in architectural design education is articulated. The paper demonstrates how the theory and its underlying components and mechanisms can be applied to both lecture-based courses and design studio sittings. In an attempt to address the challenges architectural education should encounter, the implementation of the theory would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners, from knowledge consumers to knowledge producers, while positioning themselves in a challenging future professional world.

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Salama AM. Beyond the consumption of knowledge: questioning of and questing for future forms of pedagogy in architectural education. 2012. Malaysian Architectural Education Conference (MAEC 2012), Serdang, Malaysia.