An educational experiment on transcending the dichotomous thinking in architectural design education

Abstract

This article shares the experiences of two consecutive fourth-year design studios in 2024-2025. The theoretical framework of the experimental educational initiative is grounded in Gadamer's hermeneutic philosophy. The main objectives have been: a. to overcome dichotomous modes of thought, b. To provide a critical understanding of social/physical dynamics in urban environments; c. to provide pedagogical benefits aligning with contemporary attempts. The applied methods have been: a. structuring the design studios in ad-desk and in-situ study phases while prompting students to repeat group/individual interpretations; b. assigning design areas in urban environments encompassing real-world problems; introducing the collective space phenomenon, engaging students to select/formulate individual design locations/programs; c. cultivating the participatory learning. Main findings are: a. In-situ/ad-desk studies in collaboration help bridge dichotomies of contemplation/action, cognition/intuition, analysis/design, and top-down/bottom-up planning; b. The exploration of urban environments that underlie social/physical challenges enables discoveries of hidden dimensions and engages students in selecting/formulating individual design sites/programs; c. Participatory learning provides a simultaneous experience of critical thinking/emotions, joy, and responsibility, and self-confidence/empathy. Ended up with collective spaces, the educational process prepared students for real-world challenges. Highlighting architects' broad service scope, it revealed that architectural design surpasses the organization of predefined programs on designated sites.