During the last three decades or so there has been a substantial shift in architectural design education. These changes have manifested in an increased criticism of the traditional design education; attempts to reconsider/rethink the basic assumptions, theories and practices of traditional design education; and calls for major changes in studio culture. The drivers of this change include epistemological, social, and economical forces among which are new knowledge and technological developments; increased use of computers and information technology in design education and practice; pressure on institutions of higher education to reduce space use; and changing student demographics. Forty five authors from all over the world come together to address new discourse in architectural design education. The 45 articles of the book are organized under nine themes: virtual and distributed design education, digital design education, digital visualization and design teaching, reflections on architectural design education, integration of studio with other teaching, theoretical issues in learning and teaching design, creativity & critical thinking, alternative studio/design built studio, and teaching studio.
Abstract It could be claimed that the quality of architectural education as a '
process' is, or should be, primarily measured and evaluated through its ability to '
produce' an architect who is capable of dealing, through architectural design,
with the issue of locality in a sensible and innovative way. Unfortunately, the
recent two international competitions held in Egypt revealed disappointing
outcomes in this regard. Thus, the paper poses a simple, but a crucial, question:
Why did not Egyptian ...