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Toward a Productive and Creative Curriculum in ArchitectureNational Taipei University of Technology, Taiwan, tjwang{at}ntut.edu.tw A model of curriculum development that enables students of architecture in the developing nation of Taiwan to draw on their own life experiences in formulating their own architectural education is proposed. Such an ideology recognizes that while education certainly includes the acquisition of the technical skills needed to ply one’s trade, its more important aspect is the development of the ability to learn throughout life and to apply those skills creatively as social, economic, and cultural contexts change. An architecture curriculum that accomplishes this end will draw on existing designs and encourage input from a wide variety of disciplines and cultures, especially including the humanities and social sciences. In particular, it will recognize the philosophical tradition of epistemology and the epistemological tradition of constructivism. Moreover, such an architectural curriculum will shift its focus of study from the modern tradition of aesthetics to the postmodern concern for environmental ethics. For both practical and cultural reasons, these changes will not be easy, but they are necessary.
Key Words: architecture • cognitive learning theory • constructivism • curriculum development • curriculum studies • environmentalism • phenomenology
Arts and Humanities in Higher Education, Vol. 8, No. 3,
277-293 (2009) |
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