Architectural education in the context of social sciences

Abstract

Architecture is an interdisciplinary subject that utilises knowledge and experience from numerous scientific fields. Social sciences in particular have a special relationship with architecture, transforming it into a living and reflective discipline. Architectural design is basically a hypothesis that explores how society would react to its substance and the conditions it creates. However, social sciences subjects are often limited to theoretical knowledge over the course of architectural education. This research discusses social and psychological sciences and their architecture-specific theories as powerful tools for student engagement in architectural education. Focusing on educational concepts which lead to a greater understanding of dynamic societal changes, the research also indirectly analyses the traditional process of creating a universal design, outside of this understanding. This approach enables students to understand the limitations of their education and to think analytically about design options and the improved interactions not only with their surroundings but, more importantly, with a specific person or group of people. Activities that develop this kind of understanding are different forms of interactive art (site-specific installations) and social activities (focus groups) with different demographics (persons with health impairments – for example barrier-lessness and social inclusion). The base research analyses social and psychological sciences in relation to the process of architectural design education with a focus on European context. In social sciences, social and spatial connection and their often implied or ignored relationships are investigated in increasingly more interesting ways. The aim of this study is to provide a complex outline of the educational methods which, on top of technological change, also actively monitor social change.

Keywords

• education
• design process
• social sciences
• engagement