An investigation into the use of an atomised, hermeneutic, holistic approach in education relating to the architectural design process

Article English OPEN
Pritchard, Neil;

Within architectural education, students arrive fore-armed with; their life-experience; knowledge gained from subject-based learning; their brains and more specifically their imaginations. The learning-by-doing that they embark on in studio-based/project-based learning ... View more
  • References (7)

    [1] Snodgrass, A. and Coyne R. Interpretation in Architecture: Design as Way of Thinking, London: Routledge, 2006, pp 109 -110 -111.

    [2] Schön, D. A. The Reflective Practitioner, How Professionals Think in Action: Ashgate, 1991 pp 18-21-40-52-79-96-96-135-141-145-146-147- 150-163--276-277-278.

    [3] Lawson, B R, What Designers Know: Architectural Press, 2004, pp 3-4- 8-9-12-13-14-15-18-19.

    [4] Columbia University Transformational Teaching, Teaching Hall 302 Philosophy Hall: CU Press, pp 1-3-4.

    [5] Howell, W.S. The empathic communicator, 1982, University Minnesota: Wadsworth Publishing Company, 1982, pp 29-33.

    [6] Goel VS,ketches of Thought, 1995, Bradford Books pp 9-16.

    [7] Marcuse, H. One-Dimensional Man 2002, Routledge Classics, pp 21-22.

  • Similar Research Results (1)
  • Metrics
Share - Bookmark