By David Nicol, Simon Pilling
Architectural schooling is stressed to satisfy the calls for of an evolving development and to cater to the more and more diverse occupation locations of graduates. How may still architectural schooling reply to those expert demanding situations? How can scholars be greater ready for pro perform? those questions are the focal point of this e-book, which brings jointly contributions from a variety of authors, from either the united kingdom and the united states, operating within the fields of architectural schooling, architectural perform and academic learn.
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Extra info for Changing Architectural Education: Towards a New Professionalism
Their role is not just to impart the important facts and concepts in the discipline but also, more importantly, ‘to help bridge the gap between the structures of the discipline and the structures in the students’ minds’ (McKeachie 1992). For this the teacher must engage students in active dialogue around learning and with learning materials. A repertoire of tasks and strategies are needed that will facilitate and involve students in active processing (for example discussion, debate, questioning, explaining) so that they transform, translate and own the learning as personal knowledge.
Accept changing agendas, ways of delivery and roles. • Understand the mind-set required for strategic thinking and that required tactically to achieve results. Much of architecture still mixes means and ends. Design, rather than ‘giving form and pattern to social life’ (Davis and Meyer 1998), does no more than provide decoration to ill-conceived problem statements. • Learn both contextual skills (the generalist) and specialist expertise. In a knowledge economy the individuals and professional service firms that are most likely to prosper are those that learn from past experience and are continuously reviewing and renewing their knowledge base.
It would be much less helpful merely to provide them with lecture information about users and clients, and about how typical negotiations proceed. Reflection on learning develops wisdom or artistry in practice While active learning is a necessary condition for the development of personal understanding it is not sufficient on its own, according to learning research (Brockbank Architectural education and the profession 13 and McGill 1998; Boud, Keogh and Walker 1985). To develop understanding from experience requires students consciously and systematically to reflect on the experiences that result from action.