Rethinking the Design Studio-Centered Architectural Education. A Case Study at Schools of Architecture in Turkey

Abstract

The design studio is still at the core of curricular structures in schools of architecture worldwide, and considered the norm for architectural design practice. However, the central role of the design studio in the conventional pedagogical structure of architectural education needs to be re-considered, in order to respond to current social, economic, ecological and technological changes. This study investigates the theoretical bases and practical challenges of the knowledge/skill dichotomy in the design studio. It follows a case study research methodology by conducting a questionnaire survey with the students of the three schools of architecture in Izmir, Turkey. Based on comparative analyses of the survey data, it discusses what sort of knowledge/skill dichotomies can be observed in these schools and how these dichotomies affect career targets of the students. It further aims to draw guidelines for alternative (trans-/multi-)disciplinary structures for the future of architectural education.