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Self-identity, rationalisation and cognitive dissonance in undergraduate architectural design learning

Author(s):

Medium: journal article
Language(s): English
Published in: arq: Architectural Research Quarterly, , n. 3-4, v. 13
Page(s): 315-321
DOI: 10.1017/s1359135510000163
Abstract:

This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.

Structurae cannot make the full text of this publication available at this time. The full text can be accessed through the publisher via the DOI: 10.1017/s1359135510000163.
  • About this
    data sheet
  • Reference-ID
    10355516
  • Published on:
    13/08/2019
  • Last updated on:
    13/08/2019
 
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