A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Jungian Epistemological Balance: A Framework for Conceptualizing Architectural Education?
Future designers will have to cope with rapidly changing, information-based, multicultural societies. Architectural educators do not agree on how to assist their students in preparing for those societies. This article describes current practices and values in architectural education, considers evidence that there have been substantial changes in those values over the last two decades, reviews two major societal trends that will affect future designers, proposes an intellectual framework for thinking about architectural education, and suggests ways in which that framework might be used to implement the needed changes in architectural education.
Jungian Epistemological Balance: A Framework for Conceptualizing Architectural Education?
Future designers will have to cope with rapidly changing, information-based, multicultural societies. Architectural educators do not agree on how to assist their students in preparing for those societies. This article describes current practices and values in architectural education, considers evidence that there have been substantial changes in those values over the last two decades, reviews two major societal trends that will affect future designers, proposes an intellectual framework for thinking about architectural education, and suggests ways in which that framework might be used to implement the needed changes in architectural education.
Jungian Epistemological Balance: A Framework for Conceptualizing Architectural Education?
Stamps, Arthur E.III (author)
Journal of Architectural Education ; 48 ; 105-112
1994-11-01
8 pages
Article (Journal)
Electronic Resource
English
Jungian Epistemological Balance: A Framework for Conceptualizing Architectural Education?
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