Reflections on architectural education of the Muslim world within a global world

Research output: Contribution to journalArticle

Abstract

This commentary is premised on more than three decades of research into architectural education and design pedagogy. It argues that architectural education in the Muslim world must be able to operate effectively within the global condition. It contends that the body of knowledge on architectural education can be enriched and its scope can be expanded when both historical and contemporary imperatives are clearly contextualized. The text raises important questions for future discussions on this theme. Notwithstanding, the articles discusses some of the negative idiosyncrasies that follow models inherited from the past and adopt techniques practiced by their Western counterparts. It proposes a framework for incorporating Appreciative Inquiry (AI) as a paradigm for critical consciousness and the way in which it key techniques can be utilized. The thrust is that these techniques offer students learning opportunities that invigorated their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.
Original languageEnglish
Pages (from-to)33-41
Number of pages9
JournalInternational Journal of Islamic Architecture
Volume8
Issue number1
Early online date5 Jan 2019
DOIs
Publication statusPublished - 1 Mar 2019

Fingerprint

Muslim
Education
education
listener
consciousness
producer
student
thrust
learning
Students
paradigm
knowledge
world
Muslims
pedagogy
Student Learning
Idiosyncrasies
Pedagogy
Listeners
Paradigm

Keywords

  • architectural education discourse
  • teaching idiosyncracies
  • appreciative inquiry (AI)
  • inquiry based learning
  • active learning
  • experiential learning

Cite this

@article{39fb6661e2a544b7b7995865432fde01,
title = "Reflections on architectural education of the Muslim world within a global world",
abstract = "This commentary is premised on more than three decades of research into architectural education and design pedagogy. It argues that architectural education in the Muslim world must be able to operate effectively within the global condition. It contends that the body of knowledge on architectural education can be enriched and its scope can be expanded when both historical and contemporary imperatives are clearly contextualized. The text raises important questions for future discussions on this theme. Notwithstanding, the articles discusses some of the negative idiosyncrasies that follow models inherited from the past and adopt techniques practiced by their Western counterparts. It proposes a framework for incorporating Appreciative Inquiry (AI) as a paradigm for critical consciousness and the way in which it key techniques can be utilized. The thrust is that these techniques offer students learning opportunities that invigorated their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.",
keywords = "architectural education discourse, teaching idiosyncracies, appreciative inquiry (AI), inquiry based learning, active learning, experiential learning",
author = "Salama, {Ashraf M.}",
year = "2019",
month = "3",
day = "1",
doi = "10.1386/ijia.8.1.33_1",
language = "English",
volume = "8",
pages = "33--41",
journal = "International Journal of Islamic Architecture",
issn = "2045-5895",
number = "1",

}

Reflections on architectural education of the Muslim world within a global world. / Salama, Ashraf M.

In: International Journal of Islamic Architecture , Vol. 8, No. 1, 01.03.2019, p. 33-41.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Reflections on architectural education of the Muslim world within a global world

AU - Salama, Ashraf M.

PY - 2019/3/1

Y1 - 2019/3/1

N2 - This commentary is premised on more than three decades of research into architectural education and design pedagogy. It argues that architectural education in the Muslim world must be able to operate effectively within the global condition. It contends that the body of knowledge on architectural education can be enriched and its scope can be expanded when both historical and contemporary imperatives are clearly contextualized. The text raises important questions for future discussions on this theme. Notwithstanding, the articles discusses some of the negative idiosyncrasies that follow models inherited from the past and adopt techniques practiced by their Western counterparts. It proposes a framework for incorporating Appreciative Inquiry (AI) as a paradigm for critical consciousness and the way in which it key techniques can be utilized. The thrust is that these techniques offer students learning opportunities that invigorated their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.

AB - This commentary is premised on more than three decades of research into architectural education and design pedagogy. It argues that architectural education in the Muslim world must be able to operate effectively within the global condition. It contends that the body of knowledge on architectural education can be enriched and its scope can be expanded when both historical and contemporary imperatives are clearly contextualized. The text raises important questions for future discussions on this theme. Notwithstanding, the articles discusses some of the negative idiosyncrasies that follow models inherited from the past and adopt techniques practiced by their Western counterparts. It proposes a framework for incorporating Appreciative Inquiry (AI) as a paradigm for critical consciousness and the way in which it key techniques can be utilized. The thrust is that these techniques offer students learning opportunities that invigorated their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.

KW - architectural education discourse

KW - teaching idiosyncracies

KW - appreciative inquiry (AI)

KW - inquiry based learning

KW - active learning

KW - experiential learning

UR - https://www.intellectbooks.co.uk/journals/view-Journal,id=204/

U2 - 10.1386/ijia.8.1.33_1

DO - 10.1386/ijia.8.1.33_1

M3 - Article

VL - 8

SP - 33

EP - 41

JO - International Journal of Islamic Architecture

JF - International Journal of Islamic Architecture

SN - 2045-5895

IS - 1

ER -