Historical studies of architectural design education have endeavored to understand the development not only of this interdisciplinary field but also how architects became architects. While these studies supply descriptions about the changing education of architects, our agenda was to distil the key characteristics of educational designs, in different periods and different cultures, that supported the education of architects in the first place. Furthermore, we considered whether this archival study could shed light on the nature and utility of the term “design” for Education. First, we scrutinized a selective history of architectural design education so as to gain insights into the nature of its educational designs. This resulted in distinguishing eight particular facets of education design: from ancient cultures with their emphasis on ensuring traditions were inherited to contemporary environments (often networked and technologically mediated) that nurture students’ research investigations. We then examined what could and could not be gleaned about designing from that scrutiny of educational design in this discipline. Whilst much was learned from this historical study, it did not yield clear guidance on designing in (architectural design) education. Distilled findings did however suggest the required character for such an investigation into educational designing.
|Keywords:||History of Architectural Design Education, Interdisciplinary, Educating Architects, Educational Design|
Senior Lecturer, Innovation and Creative Intelligence, University of Technology Sydney, Broadway, NSW, Australia
Retired Associate Professor, Faculty of Education, University of Technology Sydney, Lindfield, NSW, Australia