Architectural Theory in the Undergraduate Curriculum: A Pedagogical Alternative

Autor/in	Smith, Korydon H.
Titel	Architectural Theory in the Undergraduate Curriculum: A Pedagogical Alternative
Quelle	In: International Journal of Technology and Design Education, 23 (2013) 1, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-011-9165-5
Schlagwörter	Architecture; Curriculum Development; Undergraduate Study; Higher Education; Architectural Education; Learning Theories; Public Colleges; United States + Suchen Sie Ihr Suchwort? Architektur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grundstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; USA
Abstract	The study of architectural theory remains absent from many undergraduate design programs, or, if present, the structure of many curricula place "theory" as an autonomous, peripheral course. Theory, however, as it is in other disciplines, is the foundation of the discipline of architecture. To regain the importance and vitality of architectural theory amidst an evolving and highly crowded set of courses, creative pedagogies are much needed. This article, therefore, discusses the development of a pedagogical alternative to traditional architectural theory courses. The course is conceived according to the concept of the dialectic and is a required part of the Bachelor of Architecture curriculum at a public university in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10