Knowledge and design: people-environment research for responsive pedagogy and practice

Ashraf Salama

doi:10.1016/j.sbspro.2012.07.002

Knowledge and design: people-environment research for responsive pedagogy and practice

Ashraf Salama

Research output: Contribution to journal › Article › peer-review

2 Downloads (Pure)

Abstract

This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.

Original language	English
Pages (from-to)	8-27
Number of pages	20
Journal	Procedia Social and Behavioral Sciences
Volume	49
Issue number	2012
DOIs	https://doi.org/10.1016/j.sbspro.2012.07.002
Publication status	Published - 6 Sept 2012
Externally published	Yes
Event	1st National Conference on Environment-Behaviour Studies - FAPS, UiTM, University Technology Malaysia Mara, Malaysia Duration: 14 Nov 2009 → 15 Nov 2009

Access to Document

10.1016/j.sbspro.2012.07.002Licence: CC BY-NC-ND

1-s2.0-S1877042812030984-mainFinal published version, 656 KBLicence: CC BY-NC-ND

Cite this

@article{3d0ad60d092647fe9d77bf6776631436,

title = "Knowledge and design: people-environment research for responsive pedagogy and practice",

abstract = "This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.",

keywords = "architectural education, people-environment studies, knowledge integration, design studio, systemic pedagogy",

author = "Ashraf Salama",

year = "2012",

month = sep,

day = "6",

doi = "10.1016/j.sbspro.2012.07.002",

language = "English",

volume = "49",

pages = "8--27",

journal = "Procedia Social and Behavioral Sciences",

number = "2012",

note = "1st National Conference on Environment-Behaviour Studies ; Conference date: 14-11-2009 Through 15-11-2009",

}

TY - JOUR

T1 - Knowledge and design

T2 - 1st National Conference on Environment-Behaviour Studies

AU - Salama, Ashraf

PY - 2012/9/6

Y1 - 2012/9/6

N2 - This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.

AB - This paper argues for introducing a theory for knowledge integration in architectural design education. With a focus on human behavior and people-environment research, a contextual analysis of the reasons for developing a theory is introduced and reasons categorized. The milieu of the theory is constituted in several contextual elements. The theory encompasses a number of underlying theories and concepts derived from other fields that differ dramatically from architecture, with three major components: disciplinary component; cognitive-philosophical component; and inquiry-epistemic component. Possible mechanisms for knowledge acquisition are an indispensable component of the theory, whose aim is to foster the development of responsive knowledge critical to the successful creation of built environments.

KW - architectural education

KW - people-environment studies

KW - knowledge integration

KW - design studio

KW - systemic pedagogy

U2 - 10.1016/j.sbspro.2012.07.002

DO - 10.1016/j.sbspro.2012.07.002

M3 - Article

VL - 49

SP - 8

EP - 27

JO - Procedia Social and Behavioral Sciences

JF - Procedia Social and Behavioral Sciences

IS - 2012

Y2 - 14 November 2009 through 15 November 2009

ER -

Knowledge and design: people-environment research for responsive pedagogy and practice

Abstract

Access to Document

Fingerprint

Cite this