Knowledge and design

people-environment research for responsive pedagogy and practice

Research output: Contribution to journalConference Contribution

Abstract

This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.
Original languageEnglish
Pages (from-to)8-27
Number of pages20
JournalProcedia Social and Behavioral Sciences
Volume49
Early online date6 Sep 2012
DOIs
Publication statusPublished - 2012
Event1st National Conference on Environment-Behaviour Studies - FAPS, UiTM, University Technology Malaysia Mara, Malaysia
Duration: 14 Nov 200915 Nov 2009

Fingerprint

Environment Design
Architectural design
Knowledge acquisition
Teaching
Education
Research
knowledge acquisition
knowledge

Keywords

  • architectural education
  • people-environment studies
  • knowledge integration
  • design studio
  • systemic pedagogy

Cite this

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abstract = "This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.",
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Knowledge and design : people-environment research for responsive pedagogy and practice. / Salama, Ashraf M.

In: Procedia Social and Behavioral Sciences, Vol. 49, 2012, p. 8-27.

Research output: Contribution to journalConference Contribution

TY - JOUR

T1 - Knowledge and design

T2 - people-environment research for responsive pedagogy and practice

AU - Salama, Ashraf M

PY - 2012

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KW - people-environment studies

KW - knowledge integration

KW - design studio

KW - systemic pedagogy

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