Teaching architectural programming: cultivating a culture of an inquiry-based and a process-centred design pedagogy

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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.
Original languageEnglish
Pages (from-to)30-45
Number of pages16
JournalArchitecture and Construction of Russia
Issue number2
Publication statusPublished - 23 Jul 2017



  • architectural programming
  • architectural education
  • design pedagogy
  • inquiry-based learning (IBL)
  • process-centred

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