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.
|Number of pages||20|
|Journal||Procedia Social and Behavioral Sciences|
|Publication status||Published - 6 Sept 2012|
|Event||1st National Conference on Environment-Behaviour Studies - FAPS, UiTM, University Technology Malaysia Mara, Malaysia|
Duration: 14 Nov 2009 → 15 Nov 2009