Architectural Education

This article started from a territory currently common to most Latin American architecture schools and perhaps around the world: the low explication and systematization of knowledge delivered, and acquired during the teaching process in Architecture. This research was interested in determining, which is architect´s own object of study. To that end, aspects
declared in the design studio were researched using the case study method. Teachers appreciated aspects related to the Human being (30%), and Spatial/technical aspects (70%), while arguing that the study of the
inhabitant (80%) was fundamental in teaching; the graduates informed the Human being (43%) and the space (28%). The differences and contradictions observed in the results of teachers, students and graduates led to the conclusion that the lack of explicitness has not allowed to draw clear distinctions that supports the actions on project´s teaching on a common basis of shared conventions.

A clearly distilled architectural atlas based on 144 major designs from ancient times to the twenty-first century, showcasing the cultural dimension of building.

However disparate the style or ethos, beneath architecture’s pluralism lies a number of categorical typologies. In Th­inking Design, Austrian architect Andreas Lechner has condensed his profound typological understanding into a single book.
Divided into three chapters—Tectonics, Type, and Topos—Lechner’s book reflects upon twelve fundamental typologies: theater, museum, library, state, office, recreation, religion, retail, factory, education, surveillance, and hospital. Encompassing a total of 144 carefully selected examples of classic designs and buildings, ranging across an epic sweep from antiquity to the present, the book not only explains the fundamentals of collective architectural knowledge but traces the interconnected reiterations that lie at the heart of architecture’s transformative power.
As such, Th­inking Design outlines a new building theory rooted in the act of composition as an aesthetic determinant of architectural form. This emphasis on composition in the design process over the more commonplace aspects of function, purpose, or atmosphere makes it more than a mere planning manual. It reveals also the cultural dimension of architecture that gives it the ability to transcend not only use cycles but entire epochs. Each example is meticulously illustrated with a newly drawn elevation or axonometric projection, floor plan, and section, not only invigorating the underlying ideas but also making the book an ideal comparative compendium.
An enclosed booklet (32 pages, 19.5 x 28 cm, 58 b/ illustrations) features theses by twelve students of Graz university of Technology that further illustrate Andreas Lechner's approach in teaching and design.

In this chapter, I draw on Merleau-Ponty’s philosophy to explore environmental embodiment—the various lived ways, sensorily and motility-wise, that the body in its pre-reflective perceptual presence engages and synchronizes with the world at hand, especially its architectural and environmental aspects. First, I consider Merleau-Ponty’s interpretation of perception, giving particular attention to his claim that perception involves a lived dynamic between perceptual body and world such that aspects of the world—for example, the heavy hardness of a granite block or the cool smoothness of a chrome railing—are known because they immediately evoke in the lived body their experienced qualities.

Second, I consider the architectural and environmental significance of what Merleau-Ponty calls body-subject—pre-reflective corporeal awareness expressed through action and typically in sync with and enmeshed in the physical world in which the action unfolds. I focus on the taken-for-granted sensibility of body-subject to manifest in extended ways over time and space. I ask how routine actions and behaviors of individuals coming together regularly in an environment can transform that environment into a place with a unique dynamic and character—a lived situation I term place ballet. For both perception and body-subject, I consider how qualities of the physical and designable world—for example, materiality, form, and spatiality—contribute to the lived body’s engagement with and actions in the world.

Note: This chapter was written in 2014 for a proposed edited collection on Merleau-Ponty and architecture. Unfortunately, the editors did not find a publisher(though I was never officially informed of this fact). The chapter has been rewritten, revised, and updated; see the above entry: "Merleau-Ponty, Environmental Embodiment, and Place" (2022)
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21. yüzyılın hızlı yaşam döngüsü içinde kimi değerler yitirilirken, kimileri yeniden yaşama katılmakta, keşfedilmektedir. Anadolu’nun derin tarihi içinde yeniden keşfedilen değerlerden birisi de “köy” yaşamı olmaktadır. Belki hiç yitirilmemiş olan köy ve köye ilişkin değerler, bugün yeniden anlamlandırılmakta, değer kazanmakta ve sahip olduğu yere kavuşmaktadır. Toplumsal yaşamın dinamikleri içinde kendiliğinden gelişen bu hareketlilik, bilinçli yaklaşımlarla desteklenerek, toplum, kent ve ülke yaşamı için bir kazanım olabilmektedir.

Bu bağlamda, köye ait değerler, planlama ve mimarlık disiplini içinde yeniden yorumlandığında, önemli potansiyeller içerdiği görülmektedir. Küresel dünyanın gelecek nesilleri gözeterek yapılandırdığı sürdürülebilirlik kavramı bu anlamda önemli bir yaşam felsefesi ve kültürünü amaçlamaktadır. Gerek kerpiç malzeme, gerek mekan organizasyonu, gerek kentsel tasarım disiplinleri ve yapı teknolojileri bağlamında, önemli birikimlere sahip olan köylerin, üzerinde çalışılmayı hak eden bir öneme sahip olduğu görülmektedir. Bu noktadan hareket ederek, izleyeceğiniz “köy sergisi”, geleceğe dönük önemli açılımlar içeren bir çalışmanın ilk ayağını oluşturması nedeniyle önemli olmaktadır.

Proje Ekibi  Doç.Dr. Mustafa Özgünler, Doç.Dr. Seden Acun Özgünler, Yard.Doç.Dr. Tolga Sayın, Uzman Ergün Şimşek, Uzman Doğukan Erdoğan, Uzman Şiar Umut Yıldırım, Taybuğa Aybars Mamalı  Çalışmaya Katılan Öğrenciler  Ezgi Polat, Hazel Kazkayası, Ayşegül Özdek, Deniz Kızık, Fırat Kaya, Kadir Yesir, Seda Kireççi, Hülya Şeh, Ayşe Başkonuş, Bekir Emre Ateş, Mehmet Ashi, Ece, Gökçen Köse, Selin Aktürk, Bersu Çelik, Cansu Yılmaz, Gizem Kınsız, Büşra Uysal, Arıkan Özden, Demet Öksüz  MSGSÜ  Yapı Uygulama ve  Araştırma Merkezi, MSGSÜ  Bilimsel Araştırma Projeleri Birimi

The book "Top International Architects - Design Concepts in Architecture," (4 volumes, in English) features the latest work of more than 80 internationally renowned architects, including Zaha Hadid, Rem Koolhaas, Frank Gehry, Norman Foster, Daniel Libeskind, Mario Botta, Jean Nouvel, Renzo Piano, Richard Rogers, Richard Meier, Peter Eisenman, Tadao Ando, Hans Hollein, Shigeru Ban, Rasem Badran, to mention only few. The book is full of drawings, sketches, diagrams, and hi-res color photos.
(ISBN: 978-9953-591-04-9)
The 4 volumes can be ordered through the author: dr_jihadaa@yahoo.com (with special offer and big discount)

Parametric design techniques offer obvious advantages for engineering and manufacturing processes, now architects emerge to apply these methods in their creation of design suggesting solutions at an earlier stage of the process. Through the coupling of architectural design with parametric modelling methods, the paper presents novel techniques that enhance architects’ contribution to building processes based on parametric design creation. This allows a deeper comprehension of the design objectives and aids designers in their decisions to find solutions.

Master degree programs in the US universities are described and characterized as a result of the Fulbright sponsored research into American architectural education, conducted by the author. Data are presented on the graduate architectural education, its present day status, its goals, the graduate degrees awarded, the basic variations of master programs proposes, their contents and prospects. As it is shown the vast majority of collegiate schools of architecture teaches M. Arch. degrees. There are many other graduate non accredited degrees in architecture  apart from Master of Architecture itself. Their list is open and widely diversified with both design and research oriented programs, both are often ended up with “design theses”.  Graduate curricular of various duration are given, some of them are intended to be used by baccalaureate undergraduates from academic fields far from architecture. Conclusion is drawn that Masters' degrees in architecture become a backbone not only for research and pedagogy but for design field as well.

Theme: Curriculum Keywords: architectural education, design education; new method: sodap, learning by praxis, "Architectural education has always been in tension with architectural practice. That is how it should be; practice sometimes gets complacent and education is there as a kind of conscience, trying to correct what seems to be going wrong, So from time immemorial the architect has been subject to learning in two quite different ways, theory in classroom of some kind and practice, on the job or in the office." G. BROADBENT The subject of this paper "SODAP" based mainly on the opinions briefly outlined in the course of this paper, which are the current problems and quest for solving the existing problems. Therefore, if the problem setting were not correct the result of that scientific study would not be correct either. Discussion of the problem may not be comprehensive within the scope of any conference paper, but in this part of the paper; the understanding of 'Existing Situation' will be summarized, the observations and understanding is focused on the situation of Turkey. Then, a new proposal "SODAP" will be discussed briefly. A. EXISTING SITUATION Problems Of Design Profession In General While preparing curricula, we attempt to cover as much subjects as the students should handle in their future professional life, however, the graduates usually are not fully equipped with the essence of these subjects that we forethought. Most of the time architectural graduates, or any design professional find themselves in a totally new environment completely different than academic environment. Clients have vague concepts on architecture; builders/workers have no idea on design, aesthetics, and philosophy of architecture. Meantime they find themselves to cope with the cost, materials availability; new techniques; a variety of professionals and technicians and even unprofessional people to work with, in addition complicated legal procedures and bureaucracy. In time, with practice, professional maturity obtained through culture and experience and concrete concepts will flourish, but how fast can this procedure be shortened? On the other hand students find themselves in a confusing situation, various job opportunities in branch fields in the profession without knowing which one to choose. Design as an optimization process of the various conceptual and technological elements such as; user needs, social, psychological and personal needs; aesthetics; environmental factors, structural factors; building physics, scientific laws, legislative rules and regulations; additionally, newly graduates have to deal with presentation techniques and communication skills to envelope this totally novice product. The elements of optimization can be categorized also in two complementary groups, as the tangible/ fact and figures (recognizable /measurable) and the intangible (vague or conceptual). Because of the unpredictable character of the intangible or conceptual side of design, such as: variation of needs from user to user and changing of needs or situations from one date to the other, with the impact of economy, design and teach how to design a real difficult task. From architects point of view, any design product or architecture is a final manifestation of the total design process. So how can education or training of architecture handle this difficult task? By teaching the

Kampung Jawa is a settlement located in the heart of Denpasar, the capital city of Denpasar. These Settlement actual name was Dusun Wanasari, but people of Denpasar usually call it “Kampung Jawa”. Kampung Jawa historical background can be traced back to year 1907, when many Javanese merchant came to bali to trade. These Javanese merchant later on given a land to buil their settlement by the Kingdom Badung. From 1907 until today (2020) Kampung Jawa have grown today 10.250 people live there. Slums area, is what the government of Denpasar terminology for Kampung Jawa because it is a highly dense populated area (10.250 people in 8.945 m2 settlement area). This research depart from the issue of Kampung Jawa as a slums area becoming a Government problems, but it must be having a unique characteristics, especially for their House Layout. This research conducted using exploratory and qualitatives methods. Exploratory for findings house typology and qualitative for digging reasons behind the...

After the earthquake and tsunami occurred in Chile on February 27th 2010, the Technical University Federico Santa Maria was asked to contribute with reconstruction proposals for the commercial infrastructure destroyed in the town “San Juan Bautista”. Located 600 km (~370 mi) away from the continent, this town is not just the home of several endemic species, but is also located next to a National Protected Area and UNESCO Biosphere Reserve. Within this context, the design problem consisted on the development of a component-based strategy and prefabrication requirements, and to reduce to the minimum the implied logistics and environmental impacts of the new buildings. With a Studio of 23 final year students and the support of the Architecture Firms Association, 11 projects were developed using digital tools such as visual programming and digital fabrication. Finally, technical documentation was produced and delivered to the local and government authorities.

This paper describes the development of a pedagogy that aims to engage architecture students in principles of mechanical computation and to develop critical thinking on how information and computation can be manifested and performed tectonically. I pose the question: Can we create architectures that compute?

La aptitud para emplear de modo corriente materiales de baja energía incorporada y para hacerlo en armonía con el carácter de las construcciones vernáculas será capaz de cerrar la brecha conceptual entre la conservación de edificios de valor patrimonial y las metas de reducción de emisiones de carbono en la industria de la construcción. Para capturar localmente las ganancias socioeconómicas que puede generar la conservación de la construcción tradicional como materia y como práctica, se necesita ubicar la enseñanza de los métodos tradicionales de construcción con materiales regionales en el centro del programa de estudios en arquitectura.

The pandemic process compelled many educational institutions to apply online education during the quarantine. Therefore, design studios in practice-based disciplines such as architecture and industrial design have been adapted themselves in a limited time to become applicable for distance learning. However, current e-learning tools and applications provided an uninvited option for students: pseudopresence during the online design studio classes. Students had the possibility to turn off their videocameras and microphones to show their attendance and not to interact with the design studio at all. This study primarily investigates the pseudo-presence tendencies of the undergraduate architectural design students at Atilim University- Department of Architecture- in Turkey. Semi-structured interviews were carried out with 21 undergraduate design students and 5 design educators. The qualitative data was analyzed through students’ pseudo-presence tendencies, social presence, and interaction levels due to a holistic perception of distance learning in the design studio.

In this paper, I will discuss how the book 'The Ethical Function of Architecture' contributed to my quest for a way out of the aporia of teaching ethics in the design studio. In doing this, I shall put the book in the context of the existing literature of the field, at the time that it was written. I shall point out the explicit and implicit references that the book makes in relation to architectural education. Finally, I will suggest that architectural education is an initiation in a practice, a fact that can mediate ethics between the individual and the community.

相較於法國，德國的地區歷史因為特殊的歷史背景，特別是政治力量的牽扯，由各區獨自發展王國的神聖羅馬帝國，到1871年德國統一後，期間歷經納粹時期，東西德分裂，因此其歷史的發展並不延續，連帶著德國的建築教育也因政治角力呈現銜接上的斷層。

這並不代表德國的歷史沒有發展主軸，在看似不連續的德國建築教育傳承中，因Schinkel而聞名的柏林營造學校 (Bauakademie)以及革命性的包浩斯(Bauhaus)學校，對建築教育有著深遠的影響，但彼此之間的傳承與影響，甚至其他城市的建築學校很少被提及。本文主要接續十七世紀末柏林營造學校與二十世紀初成立的Bauhaus兩個學校成立的時間點，再整理幾個代表性的建築學校成立的分支，以時間軸銜接起看似不連續的德國建築教育發展，更全面了解德國地區的建築教育發展。

Due to globalization, cultural spaces are now developing with no tangible connection to geographical place. The territorial logic traditionally used to underpin architecture and envision our built environment is being radically altered, forcing the adoption of a new method of conceptualizing space/geography and what constitutes architectural practice. Construction techniques, design sensibilities, and cultural identities are being transformed as technology transports us to places that were previously unreachable. The resultant “globalized” architect must become more than just an artful visionary, but also a master of the art of the political nudge willing to act within multiple mediums and at the simultaneous scales of a chaotic new world disorder.Though fearless they must also be responsible, inherently understanding the necessity to align bold visions with the mundane details of the everyday in ways that are culturally flexible and accepting of change.The potential for what must be considered the legitimate practice of the architect must move from a purely material venue to one more directly engaged in the chaos of the larger economic, political, and social spheres of a globalizing world. The issues and possible interactions with globalization contained in this text exemplify ways that architecture is transforming into a more flexible and fluid interdisciplinary version of its traditional self in order to rise to challenges of this new international terrain. A theme runs throughout in the form of a call: that architects must conceptually reconstruct their frames of reference to better align with the demands of a rapidly globalizing world.

A presentation of the Czech translation of a seminal book on architectural theory by Nikos A. Salingaros and others, with a conversation between the author and the Czech editor, and two chapters (in Czech). Published in Kontexty [Contexts, Brno] IX, 2017, No. 1, pp. 49–66.

Ludwig Mies van der Rohe brought his experience as an architect into the classroom, first as director of the Bauhaus school, and later at the Armour Institute of Technology in Chicago, when he took over the Department of Architecture in 1938. Mies accepted the post of director on condition that he could reshape both the undergraduate and graduate curricula to reflect his architectural ideals. Soon the classrooms became a laboratory of ideas where he could reflect on his own concerns and try out new solutions. And so, exploring Mies’ architecture from the perspective of architectural education provides an alternative way to understand his legacy. This research proposes a study of the existing parallels between professional practice and teaching in the figure of Mies from one of the most outstanding variables of his architecture: structure. To this end, an analysis is made of the relationships between structure and architectural space in the master’s degree theses supervised by him in the graduate program, and they are compared with his built work, thereby establishing the influence and importance that teaching, thought, and work had on Mies’ architecture.

The traditional system of higher education looks at architecture either as art or engineering discipline, simplifying other aspects of its discourse, like social, economic or environmental. The emphasis in architectural education should be relocated from the hypothetical into the real world, which takes into account the actual characteristics of the space, its complex and contradictory problems, as well as specific requirements of the community that uses the space. In order to promote students and the general public awareness of on the specific problems of space and society with which architect could face in the practice of architecture at the University of Belgrade-Faculty of Architecture in recent years a number of different courses is set dealing with these problems in different ways. Depending on the level and scope of the study various courses with their methods and curricula are directed to different modes of connection between architects and society. One of the important aims of these curricula is the social awareness of the architect. This paper shows methods of work and results from the previous few years within the Master's study program at the University in Belgrade-Faculty of Architecture, where Professor Vladan Djokic and Assistant Professor Ana Nikezic together with their associates through design studio curricula have been developing various strategies in architectural education with the focus on social responsibility of an architect.

The Imizamo Yethu water platforms are an annual design-build project that involves the
design and construction of small-scale physical infrastructure interventions in an informal
settlement close to Cape Town, South Africa. It has been running for the past seven
years and it has included various attempts (with varying degrees of success and failure)
at creating social and economic infrastructures to provide more comprehensive benefits
to the community besides the platforms’ physical manifestation.

Throughout the last few decades, architectural design education has witnessed several changes. One of these changes was using 3D Simulation modeling technology into design process. With the rise of environmental approach in design, new 3D simulation applications started to invade studios and laboratories of design. These applications proved an obvious efficiency for the architectural form concerning thermal adaptation, ideal lighting, and most appropriate ventilation. Lately, Arabic countries imported this technology into its schools of architecture, but unfortunately students faced obstacles in applying it in their design projects. Although there are certain courses, such as; 'Environmental Design', 'Indoor Environmental Control', and 'Digital Fabrication Modeling', that already give students a good knowledge with 3D simulation modeling and environment aspects, but in fact students still find difficulties in applying it into their 'Architectural Design&#...

This study assesses that there are similarities between Bauhaus movement and computational design. The similarities are discussed under the titles of hands-on activities, interdisciplinary studies and relation with technology for both Bauhaus and computational design. Digital technology is changing rapidly, and to catch the developing technology up the education system must be updated. Bauhaus can be a pathfinder for computational design education. Within this context, three educational organizations, KTU CODE FAB, IAAC and ICD, which were experienced personally, are examined. As a result of the study, it is reduced that; the innovative spirit of Bauhaus, which focuses on doing and hands-on activities, is also important for the computational design education. The well-trained architects that accustomed to the new technology can be graduated with the integration with industry, similarly to the Bauhaus system.

This paper discusses parametric design systems integration in the design studio as a mechanism for improving parametric design thinking among architectural design students at a second year under-graduate level. The merits of parametric design processes within architectural design practice have been discussed at length and are well established. Their ability to improve productivity, create adaptive design models and inform complex design systems continue to evolve and are useful for the quantification and comparison of variables in complex design systems. However, these processes are nuanced in their development, requiring great expertise. Additionally, a clear understanding of the variables that effect design is implicitly established. This represents a significant problem for the developing design student. Both the technical expertise and time required to generate a functioning and informed parametric system makes success near impossible. These issues are compounded as the student’s design thinking skillset is still in development. As a result, students do not absorb the value of parametric design thinking, a fundamental design approach, limiting their understanding of these processes. The following is the results of an eight week design studio project aimed at enabling technical engagement of instruments involved in parametric design and developing an understanding of parametric design processes.

In March 2018, I went on record with the New York Times, accusing Richard Meier of sexually inappropriate behavior at an office event in 2003. In what follows, I reflect on the experiences I contributed to that piece, which are a microcosm of similar experiences I have faced in other contexts throughout my life. Though as of late, Meier's name is invoked around #MeToo within our profession, the unfortunate reality is that this issue is about more than one person and is much more expansive than our profession. As I return to academia this year, having worked as an architect, sole practitioner, general contractor, planning board member, and on faculty in various firms and institutions for almost two decades, it is in the spirit of collective growth and learning that I continue to share my experience in hopes of eliminating an arbitrary barrier that too many women are forced to confront.

Esta tese tem como objectivo compreender o modo como os concursos de arquitectura, em particular os concursos internacionais, foram relevantes para a internacionalização da arquitectura Portuguesa e como traduzem um processo de investigação, desenvolvimento e inovação. Confinou-se a investigação e objecto de estudo ao universo dos concursos internacionais de arquitectura dos dois prémios Pritsker nacionais: Álvaro Siza Vieira (1992) e Eduardo Souto Moura (2011).
O trabalho desenvolvido dá respostas sobre de que modo os concursos de arquitectura são relevantes para o campo disciplinar da arquitectura, de que modo os concursos de arquitectura são importantes para o reconhecimento dos arquitectos e de que modo os concursos de arquitectura contribuem para a investigação e/ou inovação em arquitectura.
Utilizou-se uma metodologia de leitura comparada de literatura especializada nos concursos e uma cronologia comparada dos eventos e personagens e factos relevantes para a internacionalização da arquitectura portuguesa de modo a hierarquizar e apresentar os momentos e os personagens chave.
Comprovou-se que os arquitectos portugueses só começaram a olhar para os concursos além-fronteiras quando foi politicamente possível (depois do período revolucionário de 1974-76), e apenas depois do sucesso da internacionalização dos serviços de Álvaro Siza Vieira através dos concursos, e de modo crescente e exponencial, que se encontra directamente ligada a fenómenos de aculturação e hibridação, à qual a realidade nacional periférica é sensível.
Validou-se a recolha de informação com entrevistas aos arquitectos Álvaro Siza Vieira e Eduardo Souto Moura que permitiram consolidar e confirmar as questões e hipóteses levantadas.
Cruzaram-se as informações recolhidas para a definição da importância do concurso de arquitectura na internacionalização da arquitectura portuguesa como processo de investigação e experimentação, com fortes ligações entre a praxis e a academia, contribuindo para a aferição e consolidação de competências que conduzem e potenciam a inovação em arquitectura.
Finalmente comprovou-se que Álvaro Siza Vieira e Eduardo Souto Moura utilizam os concursos internacionais de arquitectura como laboratórios, assumindo a sua própria investigação em arquitectura, reflectindo na acção, conectando a práxis à academia.

PALAVRAS-CHAVE
Concursos de Arquitectura, Investigação em Arquitectura, Inovação em Arquitectura, Praxis, Academia, Álvaro Siza Vieira, Eduardo Souto Moura

ABSTRACT
This dissertation aims to understand how architectural competitions, and in particular international tenders, were relevant for the internationalization of Portuguese Architecture and reflect a procedure of research, development and innovation. We limited our research to international architectural competitions of both Portuguese Pritzker prizes: Álvaro Siza Vieira (1992) e Eduardo Souto Moura (2011).
This research provides answers to how architectural competitions are relevant to the disciplinary field of architecture, how architectural competitions are important for the recognition of architects and how architectural competitions contribute to the research and/or innovation in architecture.
We used a compared literature reading methodology for competitions and a compared chronology of events, characters and facts relevant for the internationalization of Portuguese Architecture in order to prioritize and present the key moments and characters.
We put into evidence that Portuguese architects took evidence of cross-borders competitions when it was politically possible (after the revolutionary period of 1974-76), and only after the success of Alvaro Siza Vieira’s foreign procurements derived from competitions, in growing and exponential numbers, directly related to acculturation hybridization phenomena, to which our peripheral national reality is sensitive.
We validate our information gathering with interviews with the architects Álvaro Siza Vieira and Eduardo Souto Moura that allowed consolidating and confirming our research and the hypotheses.
Finally, we crossed the information collected to define the importance of the architectural competition in the internationalization of Portuguese architecture as research and experimentation process, with strong links between academia and praxis, contributing to the assessment and consolidation of skills that lead and enhance innovation in architecture.
We proved that Alvaro Siza Vieira and Eduardo Souto Moura use international architectural competitions as laboratories, assuming its own research in architecture, reflecting in the action, connecting the practice to academia.

KEYWORDS
Architectural Competitions, Research in Architecture, Innovation in Architecture, Praxis, Academia, Alvaro Siza Vieira, Eduardo Souto Moura

PERMALINK
http://hdl.handle.net/10400.5/11525

The analytical approach to Architectural Design has been a tremendous tool to achieve formulating the spatial program and the design-concept for the prepared project. This is based on environmental parameters and on users needs. However, the exact location of any building in a layout of specific project according to the intensity of movement and the cost of travel of users, materials and services, needs intensive and time-consuming calculations. Nevertheless, since the late fifties, there have been many computer-based research work, aiming at developing analytical models to handle layout-design problems using computers for the accuracy and speed in locating the design elements in their optimal positions in the layout of the project. This paper aims at developing an analytical method using computer-aided design techniques, comprehensive and interactive enough to be easy to use and comply with the design parameters. The Method is to obtain the optimal circulation paths between a group of interrelated buildings.

    In this paper, the researcher is trying to develop a comprehensive Mathematical Method to guide the circulation paths design process. This approach would allow any architect user to trace the optimal paths connecting the buildings of a specific project. To determine the optimal location and width of paths among the buildings, the researcher has developed an analytical methods, "Pathway Correction by Relative Relocation of Point-Origin", this method is based upon determining the most probable directions of movements within the relational setting of buildings, at one time, then repeats the process of relocating the point of origin on the pathway until reaching the target building. During this process, many analytical processes and calculations are performed by the method, based on the "Graph Theory", which would determine "all alternatives of the optimal paths" between two layout-buildings.

      The researcher used this method as it can determine all alternatives of the optimal paths between two layout-buildings. Therefore, after completing the optimal allocation of all buildings in the layout, and the application of the method "Pathway Correction by Relative Relocation of Point-Origin" the Model analysis the comparative locations of the allocated buildings, calculates the movement quantities between them, determines the optimal path network in the preliminary layout, and counts the number of standard journeys on each path. The final network of optimal paths is then drawn and plotted to scale on the layout.

Recollections of an Unconventional Pedagogy appeared in Stories of Teaching at Carleton University in which award-winning teachers were invited to contribute. The book, to celebrate Carleton at 75 yrs,  was launched at the TLS event: Celebrating Teaching Excellence at Carleton.

Cross reference. See also:
"Father Taught Me To Teach" in the Memoir Section
"Thus Spake the Toad" in the Articles Section
"Emergence"  in the Articles Section
"Where Dwellings Dwell: House of Incompleteness" in the Articles Section

The teaching of space in architectural education has generally been ex-plained to students as an eternal truth outside of context or history. Never-theless, a genealogy exists for the teaching of space. A visual language of spatial relations was first promoted by nineteenth-century ...

This is an overview about the cooperation my university had with the ministry of Heritage and culture about the documentation of four vernacular settlements in Oman. This is an award-winning  research that involved a large number of students. A more detailed publication will follow.

Pritzker Prize-winner Kevin Roche (b. 1922) is one of the most critically acclaimed architects of the postwar era, distinguished for the pioneering urban structures he designed in the 1960s and 1970s, including the Oakland Museum of California and the Ford Foundation Headquarters in New York. In a career that has spanned more than half a century, Roche has pioneered new territories in design methodology, building technology, and environmentalism. A student of Mies van der Rohe's and a principal design associate of Eero Saarinen's in the 1950s, Roche is the leading member of the third generation of modern architects. One of his most important contributions has been to perceive architecture as part of the larger man-made environment, which entailed understanding transportation, infrastructure, and landscape as architectural problems; considering public spaces, including gardens, as integral to architecture; and designing some of the earliest energy-efficient buildings. This bo...

EXPLORING NEW TERRAINS:The Next Design School. Keynote lecture presented at the 2016 Architectural Education Forum, School of Architecture and Planning (SoAP) of the University of the Witwatersrand (Wits), Johannesburg, South Africa. Four fundamental perspectives on architectural education, postulating a design school of the future in its essential characteristic and questions. By the “Next Design School” I mean both the next level of development for particular schools and, just maybe, the next major viable paradigm for design education—not just iin Africa, but as a model. A radical innovation is proposed in each of the four domains. The Next School will be defined by distinctive innovations from the perspective of each of these fundamental terrains. The Next Design School is created not in theory or discussions alone, but in actions. I offer four representative collective actions,, one from each terrain:
• Solving the climate crisis by design requires that we educate every student to be able to design carbon-neutral buildings.
• Constructing a shared knowledge ecology integrates our collective research and design efforts to become interconnected and available, and one way to do that is via an open-source digital design strategies app.
• Cultivating a collaborative work culture means including what works from the traditional, modern and post-modern by enacting the four foundational ways of being together: 
    + Acting with authenticity
    + Being cause in the matter of your concerns
    + Being committed to something bigger than yourself
    +  Practicing integrity
• Developing the Inner Architect requires a developmental curriculum founded in practices that accelerate students’ development in consciousness along several lines of design intelligence.