A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices

Ashraf M. Salama

A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices

School of Architecture and Built Environment

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

In the past two decades the of profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary societies, the emergence of housing problems and squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators.

Original language	English
Title of host publication	Shifting Balances: Changing Roles in Policy, Research, and Design
Editors	Jan Telenburg, J. van-Andel, J. Smeets, Andrew Seidel
Place of Publication	Eindhoven; The Netherlands
Publisher	EIRASS Publishers
Pages	128-139
Number of pages	12
ISBN (Print)	9068140825
Publication status	Published - Jul 1998

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 11 Sustainable Cities and Communities
SDG 17 Partnerships for the Goals

Keywords

environment-behaviour research
architectural education
education policy
design process
design pedagogy
SDG 4 - Quality Education
SDG 11 - Sustainable Cities and Communities

Access to Document

https://strathprints.strath.ac.uk/50186/

Cite this

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title = "A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices",

abstract = "In the past two decades the of profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary societies, the emergence of housing problems and squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators.",

keywords = "environment-behaviour research, architectural education, education policy, design process, design pedagogy, SDG 4 - Quality Education, SDG 11 - Sustainable Cities and Communities",

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year = "1998",

month = jul,

language = "English",

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pages = "128--139",

editor = "Jan Telenburg and van-Andel, \{J. \} and J. Smeets and Andrew Seidel",

booktitle = "Shifting Balances: Changing Roles in Policy, Research, and Design",

publisher = "EIRASS Publishers",

}

Salama, AM 1998, A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices. in J Telenburg, J van-Andel, J Smeets & A Seidel (eds), Shifting Balances: Changing Roles in Policy, Research, and Design. EIRASS Publishers, Eindhoven; The Netherlands, pp. 128-139. <https://strathprints.strath.ac.uk/50186/>

A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices. / Salama, Ashraf M.
Shifting Balances: Changing Roles in Policy, Research, and Design. ed. / Jan Telenburg; J. van-Andel; J. Smeets; Andrew Seidel. Eindhoven; The Netherlands: EIRASS Publishers, 1998. p. 128-139.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - A new paradigm in architectural pedagogy

T2 - integrating environment-behavior studies into architectural education teaching practices

AU - Salama, Ashraf M.

PY - 1998/7

Y1 - 1998/7

N2 - In the past two decades the of profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary societies, the emergence of housing problems and squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators.

AB - In the past two decades the of profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary societies, the emergence of housing problems and squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators.

KW - environment-behaviour research

KW - architectural education

KW - education policy

KW - design process

KW - design pedagogy

KW - SDG 4 - Quality Education

KW - SDG 11 - Sustainable Cities and Communities

UR - https://docs.google.com/file/d/0B_wpAk44JVS8QkMzTkc2Rm10V2c/edit?resourcekey=0-hbJMFeiUyP02r61X_l2uQQ

M3 - Chapter

SN - 9068140825

SP - 128

EP - 139

BT - Shifting Balances: Changing Roles in Policy, Research, and Design

A2 - Telenburg, Jan

A2 - van-Andel, J.

A2 - Smeets, J.

A2 - Seidel, Andrew

PB - EIRASS Publishers

CY - Eindhoven; The Netherlands

ER -

A new paradigm in architectural pedagogy: integrating environment-behavior studies into architectural education teaching practices

Abstract

UN SDGs

Keywords

Access to Document

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