The silenced complexity of architectural design studio tradition : pedagogy, epistemology and the question of power

This work contributes to understanding of the hidden dynamics of the architectural design studio tradition. It develops the thesis that studio pedagogical practices are in a complex way intertwined with the embedded epistemology and the nature of social relationships in the studio, i.e. with how architectural knowledge is constructed, and how the roles of the teacher and the learner are constructed in relation to each other. Therefore, to understand the dynamics and consequences of particular studio pedagogical practices, we need to identify the epistemology that informs those practices, to perceive what is thought to be the relationship between the knower and the known, the nature of reality, the relation of knowledge to wider social and cultural context, and by whom, for whom and for what purpose particular knowledge is produced. We also need to debate the hidden mechanisms of power relations in the studio, and what is their role in production of meanings, including/excluding ideas and their holders, setting the guiding objectives, and naturalising hidden constraints. The framework of this work is mainly the recent debate in critical educational theory, and its criticism of the traditional transmission model of education. These two pedagogical approaches, and the epistemologies that inform them, are compared; the link between pedagogical approach, embedded epistemology and the question of power is established. Within this framework, studio pedagogy is studied through critical analysis of Schön’s architectural pedagogical text, The Design Studio (1985). Schön’s work is important; it is the most comprehensive existing account of the studio pedagogical tradition, it explicitly relates studio pedagogical practices to the embedded epistemological assumptions, and brings the concept of ‘reflective practitioner into the studio pedagogical discussion. Critical analysis of Schön’s text shows, unlike his overt argument, that to be an architect — a reflective professional practitioner - does not provide adequate understanding and means to be a reflective studio pedagogue. An analysis also reveals that Schön's studio pedagogical approach represents a commonly prevailing studio tradition, the transmission model of education, and therefore is informed by the epistemology of positivism. An alternative studio pedagogical approach is suggested arguing that transformation of the status quo of studio tradition needs a parallel transformation of the epistemological foundation it implies, and re-evaluation of power relations and social dynamics in the studio.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Yanar, Anu

Contributors dc:contributor

• Jenks, Mike
• Walliman, Nicholas

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/6ksw-5j49

OAI identifier oai:identifier

tle:427c121e-67ba-4e6e-a93f-0a700a5e4db9:d6bd9758-527a-46cd-bfe2-c433766e8fca:1