IJAR Volume 2, Issue 1 (complete publication).
A Theory for Integrating Knowledge in Architectural Design Education
Type
journal article
Year
2008
This paper argues for introducing a theory for knowledge integration in architectural design
education. A contextual analysis of the reasons for developing a theory is introduced and reasons are 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. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components
encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would
meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. 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.
education. A contextual analysis of the reasons for developing a theory is introduced and reasons are 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. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components
encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would
meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. 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.
Citation
Salama, Ashraf. "A Theory for Integrating Knowledge in Architectural Design Education," in ArchNet-IJAR: International Journal of Architectural Research, vol. 2, issue 1 (2008).
Parent Publications
Authorities
Copyright
Ashraf Salama
Language
English
Keywords
A Theory for Integrating Knowledge in Architectural Design Education
Type
journal article
Year
2008
This paper argues for introducing a theory for knowledge integration in architectural design
education. A contextual analysis of the reasons for developing a theory is introduced and reasons are 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. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components
encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would
meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. 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.
education. A contextual analysis of the reasons for developing a theory is introduced and reasons are 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. It consists of three major components: the disciplinary component; the cognitive-philosophical component; and the inquiry-epistemic component. Each of these components
encompasses other smaller components integral to the building of the theory itself. Notably, the three components address ways in which knowledge can be integrated, how the desired integration would
meet the capacity of the human mind, how such integration relates to the nature of knowledge and how knowledge about it is acquired, conveyed, and assimilated. 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.
Citation
Salama, Ashraf. "A Theory for Integrating Knowledge in Architectural Design Education," in ArchNet-IJAR: International Journal of Architectural Research, vol. 2, issue 1 (2008).
Parent Publications
Authorities
Copyright
Ashraf Salama
Language
English
Keywords