Fanāvarī-i āmūzish (Jun 2019)
Application of Emotional Intelligence in the Process of Architectural Design Education: An inquiry in the requirements of architectural discipline with reference to emotional skills
Abstract
Background and Objective:Many cognitive psychologists put emphasis on an integrative view of cognitive and affective faculties of the mind. In the course of theoretical developments in the above area, theorizing on the concept of "emotional intelligence" is considerable. The concept of emotional intelligence explains how people are different in perceiving, processing, and using emotional information in the process of cognition and thinking. Studies show that those differences are strong predictors of the individuals’ success in their education, profession, and even their lives, architectural student is no exception. Many studies have reported the significant impact of emotional intelligence on important life outcomes, including mental and physical health, work performance, academic achievement, and social relationships. However, many emotional intelligence skills are learnable and can be improved through training and practice. But the problem is that due to the traditional emphasis of schools and universities on mere scientific education, general and specialized courses taken in formal education courses in various disciplines, including architecture, usually do not consider this type of ability. Methods: The present study- with a descriptive-analytical approach and using logical reasoning method, explores the role of emotional intelligence in developing an effective architectural education, particularly at the design studio context. In this regard, a study was conducted on how emotional intelligence influences the students’ design thinking, as well as those properties that affect the process of learning, such as adaptability, engagement, and motivation. Findings:Given the possibility of nurturing the emotional intelligence, maintained by the research findings, teaching tactics can be developed to enhance emotional intelligence of design students as an effective way to integrate cognitive and affective aspects in the course of design studio instruction. Conclusion:By prioritizing the important role of emotional intelligence in the effectiveness of design education, we can emphasize the entry of such programs in this field. It seems that if an intervention program is prepared based on strong theoretical foundations and implemented by professors who are themselves at a high emotional level; improving the emotional intelligence of architecture students and consequently their learning and further success in the profession can be expected. It is clear that the development of an intervention program that responds to the emotional requirements of the field of architectural design education, the development of its exercises based on theoretical foundations and valid experimental findings, as well as providing opportunities to practice emotional skills during workshop activities, requires extensive research. But in this case, based on what was stated in the present article, it can be claimed that the approach based on the ability of emotional intelligence, provides a good potential to set the framework of this program. In order to implement and adapt the program as much as possible to the emotional needs of the design workshop, the program can be based on the main emotions experienced in the workshop, the identification of which also requires future research, and the program can be implemented in basic workshops ===================================================================================== COPYRIGHTS ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================
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