Design, build, occupy, adapt: Critical considerations of architectural education in an ethos of upheaval
Notice bibliographique
Résumé
Over the past century, as mobility increased and communication heightened, architectural education saw a shared vision gain uptake and adoption in many corners of the globe. Informed by an embrace of architecture as a regulated profession, schools pursued similar standards, structure, accreditation & assessment, albeit with local overlays and national policies dictating details and nuancing content. While numerous models developed in concert, all pursued the notion of education providing base competencies for the subsequent pursuit of professional registration/certification and associated modes of practice. In many ways curricula has been increasingly comparable between many international regions, which has resulted in benefits around legibility, reputation and value of architecture as both discipline and profession. Centered on the studio as a signature pedagogy, architectural education has tended, to date, to translate well across borders and boundaries. However, recent challenges such as climate change, health calamities, financial crises, and global conflict, to name but a few, have given cause to critically review architectural education, writ-large, in terms of content, delivery, value, efficacy and impact. The present project, driven by researchers in North America and the Middle East, examines and interrogates aspects of architectural education considering this ethos of upheaval. The work, which is exploratory in extent and preliminary in character, is intended as a provocation concerning the status quo. Included in the probe are factors that prove fundamental to our productively advancing the profession and practices of Architecture: namely technology, psychology, sociology, business, research, sustainability and ethics. Developing from an environmental scan, and drawing from extensive administrative experience (in numerous nations) of the two lead authors, the research then examines selected details for each of these factors - proposing new means and methods that promise to better prepare architecture students for a dramatically different world. Ancillary yet vital qualities, such as interdisciplinary engagement, leadership, intersectoral understanding, and holism, are investigated with respect to a curricular reset. The authors shape a novel model for higher education in architecture that resonates with emerging demands and equips students to survive and thrive given the changing global context and the transcendental ‘new normal.’
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».