THE SCIENTIST, THE SOCIAL ACTIVIST, THE PRACTITIONER AND THE CLERIC: PEDAGOGICAL EXPLORATION TOWARDS A PEDAGOGY OF PRACTICE

Abstract

This paper is an initial effort to address two pressing issues facing architectural education: 1) the scarcity of critical engagement of the pedagogical approaches employed in architectural education; and 2) the rift between the academic community and the practice of architecture as discussed in the Carnegie Report (Boyer and Mitgang, 1996). Although the views of specific individuals may change over time, underlying personal pedagogues are implicit world views which shape and affect how human activity is conceived, the definition of what construes knowledge, and how that knowledge is learned. All of these, in turn, affect how one teaches, researches, and practices. The paper illustrates that there is a range of pedagogues within architectural education but that the approach that is most espoused but least utilized and therefore least well-developed is that which tries to adopt the epistemological assumptions of architectural practice. The paper suggests that practice operates within a systemic world of social meaning, where the line between ontology and epistemology are blurred and that at the core of practice is human agency. The opportunities and difficulties with such a pedagogy are briefly outlined. Journal of Architectural and Planning Research 18:1 (Spring, 2001) 59

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