This paper aims to accentuate the need for inquiry-based and process-centered architectural design pedagogy as a proactive approach to some of the negative tendencies that continue to portray mainstream teaching in architecture. Building the case for this approach is a key step towards recognizing it; this involves key juxtapositions of the product-based approaches to design pedagogy versus the inquiry and process-based approach. Utilizing architectural programming as a fundamental and ethical approach to architectural practice, two approaches are identified to meet and articulate the inclusion of architectural programming as design adopting an exploratory process and for design advocating a multistep feedback/feed-forward process. Key merits of these approaches are offered as part of a concluding discussion that contributes to advancing current thinking on design pedagogy.
|Number of pages||16|
|Journal||Architecture and Construction of Russia|
|Publication status||Published - 23 Jul 2017|
- architectural programming
- architectural education
- design pedagogy
- inquiry-based learning (IBL)