Seminar 03: Pedagogy and/as Practice

November 28th 2007

A critical understanding and development of learning processes is an integral part of any architectural and urban practice that seeks to be both empowering and sustainable. We are interested in opening up the discussion to allow for desire, collectivity, dialogue and organisation.How can these processes alter our ways of working with space? Presentation by Ruth Morrow in discussion with Nishat Awan; Dan Jary; Rosie Parnell; Ruben Parnell; Steve Parnell; Doina Petrescu; Kim Trogal; Supreeya Wungpatcharapon, James Brown, Beatrice Munby, Steffi Rhodes, John Sampson.




One thought on “Seminar 03: Pedagogy and/as Practice

  1. Eytan Fichman

    We braid at least two modes of practice, drawing in tandem on their knowledge bases, and their teaching knowledge bases, when we work as educators in architecture. We might outline what teachers do as, “teaching what we know,” and certainly we do this. I would stipulate that it is also valuable for us to think of ourselves in a woven manner, as at once practitioners in education and architecture, in a relationship sometimes generated spontaneously, in the moments of learning and teaching, sometimes reflectively in the pre and post moments of learning and teaching.

    Shulman’s notion of disciplinary specific teaching knowledge (pedagogical content knowledge) opens an interesting speculative line of thinking regarding the braiding model. The specific teaching knowledge could develop from educational, architectural, or architectural educational threads. Much educational research could be thought of as applied anthropology or applied psychology. Much architectural design research could be thought of as heuristic. Much architectural educational review could be thought of as hermeneutic. Much of learning and teaching in architecture school is intersubjective and amenable to examination through paradigms operative in theatre.

    I would argue that this process of unraveling threads of the braid of architectural education can give us many bases for enriched examination of our field-specific educational practices.


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