{"product_id":"thresholds-in-architectural-education-hardback-9781786306494","title":"Thresholds in Architectural Education (Hardback) 9781786306494","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThresholds in Architectural Education\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eNur Caglar (Edited by), Nur Çaglar (Author), Irene G. Curulli (Edited by), Isil Ruhi Sipahioglu (Edited by), Lazaros Mavromatidis (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781786306494, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 31 July 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e304 pages\u003cbr\u003e23.6 x 16 x 2.3 cm, 0.612 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThe book explores, discusses, and considers new and innovative perspectives on the crossings, interactions, and transformations of non-formal, informal learning, and formal learning within or prior to FADS and Internship. The contributions provide a wider perspective on the alternating Final Architectural Design Studios and Internship programs as interfaces and interaction zones among different learning experiences that lead to professional and intellectual qualification.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eIntroduction xiii\u003cbr\u003e\u003ci\u003eNur ÇAĞLAR and Irene G. CURULLI\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEditors and Contributors xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1. Practices in the Formal Institutions that Cope with the Rapid Pace of Change \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1. Towards a New Interaction Between Educational Processes and Practices: Faculty of Architecture, Sapienza University of Rome \u003c\/b\u003e\u003cb\u003e3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnna Maria GIOVENALE, Spartaco PARIS and Roberto BIANCHI\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1. Framework of reference: between crisis of the figure of the architect and the need for innovation 4\u003c\/p\u003e \u003cp\u003e1.2. Newly integrated skills and knowledge for technical training in the field of architecture and of construction engineering 5\u003c\/p\u003e \u003cp\u003e1.3. A new opportunity for training and the profession: managing the processes of building design and construction 6\u003c\/p\u003e \u003cp\u003e1.4. The new training project and relationship with the professions 10\u003c\/p\u003e \u003cp\u003e1.5. References 12\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2. Continuity in Architectural Education: A Driving Force or a Burden to Creativity? \u003c\/b\u003e\u003cb\u003e13\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDeniz İNCEDAYI, Burcu Selcen COŞKUN and İkbal Ece POSTALCI\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1. Introduction 13\u003c\/p\u003e \u003cp\u003e2.2. A conventional education method: Mimar Sinan Fine Arts University Department of Architecture 15\u003c\/p\u003e \u003cp\u003e2.3. Towards a more inclusive approach 20\u003c\/p\u003e \u003cp\u003e2.4. Conclusion 22\u003c\/p\u003e \u003cp\u003e2.5. References 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3. From the Experiences in the Iberian Peninsula to California \u003c\/b\u003e\u003cb\u003e25\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePedro Ressano GARCIA\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1. Introduction 25\u003c\/p\u003e \u003cp\u003e3.2. The Iberian schools – Porto, Lisbon and Barcelona 26\u003c\/p\u003e \u003cp\u003e3.3. Passing by the University of California 26\u003c\/p\u003e \u003cp\u003e3.4. Early teaching 28\u003c\/p\u003e \u003cp\u003e3.5. References 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4. Project Domain: A Formalist Exercise in the Education of Architects \u003c\/b\u003e\u003cb\u003e31\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKrunoslav IVANIŠIN\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1. The Crystal Palace 31\u003c\/p\u003e \u003cp\u003e4.2. The practice and the education of architecture 36\u003c\/p\u003e \u003cp\u003e4.3. The sequence 37\u003c\/p\u003e \u003cp\u003e4.4. References 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5. Towards a New Studio Culture: Changing Minds, Transforming Education \u003c\/b\u003e\u003cb\u003e45\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOzan Önder ÖZENER and Mehmet Ümit METERELLIYÖZ\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1. Introduction 45\u003c\/p\u003e \u003cp\u003e5.2. Thoughts and views on studio culture 47\u003c\/p\u003e \u003cp\u003e5.3. Influencers of studio culture 49\u003c\/p\u003e \u003cp\u003e5.4. Studio culture and informal learning 50\u003c\/p\u003e \u003cp\u003e5.5. Suggestions 53\u003c\/p\u003e \u003cp\u003e5.6. Conclusion 54\u003c\/p\u003e \u003cp\u003e5.7. References 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6. Climatic Heterotopias or the Obscure Element of Architectural Creation: Introducing a Tangible Alternative Pedagogy within a Global Climate Regime \u003c\/b\u003e\u003cb\u003e57\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLazaros MAVROMATIDIS\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1. Architectural consciousness and pedagogy 57\u003c\/p\u003e \u003cp\u003e6.2. Tarrying with multiple imaginaries 59\u003c\/p\u003e \u003cp\u003e6.3. Climate change, normative abstract idealisms, constructal thermodynamics and sustainable spatiality 61\u003c\/p\u003e \u003cp\u003e6.4. Climatic heterotopias 64\u003c\/p\u003e \u003cp\u003e6.5. Once upon a sustainable architectural space 66\u003c\/p\u003e \u003cp\u003e6.6. References 67\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7. A Threshold In-between Education and Profession: The Final Architectural Design Studio \u003c\/b\u003e\u003cb\u003e69\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eIşıl RUHİ SİPAHİOĞLU and Aslı ALANLI\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1. Introduction 69\u003c\/p\u003e \u003cp\u003e7.2. The survey of FADSs across European architecture schools 71\u003c\/p\u003e \u003cp\u003e7.2.1. Methodology 72\u003c\/p\u003e \u003cp\u003e7.2.2. Objectives of FADSs 76\u003c\/p\u003e \u003cp\u003e7.2.3. The duration of FADSs 79\u003c\/p\u003e \u003cp\u003e7.2.4. Supervision models 80\u003c\/p\u003e \u003cp\u003e7.2.5. Enrollment criteria 81\u003c\/p\u003e \u003cp\u003e7.2.6. The appointment of tutors 82\u003c\/p\u003e \u003cp\u003e7.2.7. Topic\/theme determination 83\u003c\/p\u003e \u003cp\u003e7.2.8. Student position 85\u003c\/p\u003e \u003cp\u003e7.2.9. Co-requisite courses along FADSs 85\u003c\/p\u003e \u003cp\u003e7.2.10. Assessment methods 86\u003c\/p\u003e \u003cp\u003e7.2.11. Appointment of jury members 90\u003c\/p\u003e \u003cp\u003e7.3. Challenges in the final studio 92\u003c\/p\u003e \u003cp\u003e7.3.1. Major challenges faced by students 92\u003c\/p\u003e \u003cp\u003e7.3.2. Major challenges faced by teaching staff 93\u003c\/p\u003e \u003cp\u003e7.3.3. Strong aspects of the FADS 94\u003c\/p\u003e \u003cp\u003e7.4. Conclusion 96\u003c\/p\u003e \u003cp\u003e7.5. Acknowledgements 97\u003c\/p\u003e \u003cp\u003e7.6. References 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8. Final Diploma Project as a Key into the Architect’s Profession \u003c\/b\u003e\u003cb\u003e99\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eZbigniew Władysław PASZKOWSKI and Anna PAZDUR-CZARNOWSKA\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1. Architecture and urban planning in the Polish educational system 99\u003c\/p\u003e \u003cp\u003e8.2. Integrating and disintegrating trends in the scientific discipline: “architecture and urban planning” 100\u003c\/p\u003e \u003cp\u003e8.3. Architecture curriculum in Poland according to the Bologna System 101\u003c\/p\u003e \u003cp\u003e8.4. First-degree studies (engineer studies) 102\u003c\/p\u003e \u003cp\u003e8.4.1. General requirements 102\u003c\/p\u003e \u003cp\u003e8.4.2. Content and effects of education 102\u003c\/p\u003e \u003cp\u003e8.4.3. Other requirements 106\u003c\/p\u003e \u003cp\u003e8.4.4. Graduate qualifications of first-degree studies (engineer studies) 106\u003c\/p\u003e \u003cp\u003e8.5. Second-degree studies 107\u003c\/p\u003e \u003cp\u003e8.5.1. General requirements 107\u003c\/p\u003e \u003cp\u003e8.5.2. Content and educational effects of the courses 107\u003c\/p\u003e \u003cp\u003e8.5.3. Other requirements 108\u003c\/p\u003e \u003cp\u003e8.5.4. Graduate qualifications of the second-degree studies (Master studies) 108\u003c\/p\u003e \u003cp\u003e8.6. Demands and expected outcomes of the Final Diploma Project (FDP) in architecture and urban planning in Poland 109\u003c\/p\u003e \u003cp\u003e8.7. FDP as a key to professional work in architectural and urban planning studios 110\u003c\/p\u003e \u003cp\u003e8.8. Discussion on the expectations of the job market and those of the young absolvents of architecture 112\u003c\/p\u003e \u003cp\u003e8.9. Benchmarking system for international comparison of professional preparation of absolvents of architecture and urban planning 114\u003c\/p\u003e \u003cp\u003e8.10. Conclusion 115\u003c\/p\u003e \u003cp\u003e8.11. Appendix 1. The list of Polish state universities and private high education schools with Architecture and Urban Planning 116\u003c\/p\u003e \u003cp\u003e8.12. References 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9. Designing a Relevant Answer to One’s Own Question: Assessing the Diploma Studio at the Zagreb Faculty of Architecture \u003c\/b\u003e\u003cb\u003e119\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMia ROTH-ČERINA\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1. Introduction 120\u003c\/p\u003e \u003cp\u003e9.2. Developing the Zagreb Faculty of Architecture’s curricular profile 120\u003c\/p\u003e \u003cp\u003e9.3. Extracurricular workshops: exploring motives 121\u003c\/p\u003e \u003cp\u003e9.3.1. Social agency: learning spaces in transition workshop 122\u003c\/p\u003e \u003cp\u003e9.3.2. Empathy through immersion: mountaineers’ shelter workshop 122\u003c\/p\u003e \u003cp\u003e9.3.3. Designing meaning: AF\/SC workshop 123\u003c\/p\u003e \u003cp\u003e9.4. Testing alertness: the diploma studio in Zagreb 124\u003c\/p\u003e \u003cp\u003e9.5. Conclusion 126\u003c\/p\u003e \u003cp\u003e9.6. References 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10. Designerly Ways of Understanding Research Capabilities of Architectural Design and Studio \u003c\/b\u003e\u003cb\u003e129\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eZelal ÖZTOPRAK and Nur ÇAĞLAR\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1. Architectural design studio as a research platform 129\u003c\/p\u003e \u003cp\u003e10.2. Intricacy of intellectual and actual sources of design experience 131\u003c\/p\u003e \u003cp\u003e10.3. Structured improvisation 133\u003c\/p\u003e \u003cp\u003e10.4. Emergence of difference through repetition 134\u003c\/p\u003e \u003cp\u003e10.5. For example, TOBB ETU Final Architectural Design Studio 135\u003c\/p\u003e \u003cp\u003e10.5.1. Manifesto 140\u003c\/p\u003e \u003cp\u003e10.5.2. Network strategy 142\u003c\/p\u003e \u003cp\u003e10.5.3. Studio Book 142\u003c\/p\u003e \u003cp\u003e10.6. Conclusion 143\u003c\/p\u003e \u003cp\u003e10.7. Acknowledgements 143\u003c\/p\u003e \u003cp\u003e10.8. References 143\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11. Theory and Practice of Bookmaking: An Experiment in Architectural Design Education \u003c\/b\u003e\u003cb\u003e145\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSelda BANCI\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1. Introduction 146\u003c\/p\u003e \u003cp\u003e11.2. Book 147\u003c\/p\u003e \u003cp\u003e11.3. Making 152\u003c\/p\u003e \u003cp\u003e11.4. Conclusion 155\u003c\/p\u003e \u003cp\u003e11.5. Acknowledgements 158\u003c\/p\u003e \u003cp\u003e11.6. References 158\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12. Formal Supersedes Non-formal: Comparative Analyses of European and Japanese Architectural Design Education \u003c\/b\u003e\u003cb\u003e161\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLarisa ČIŠIĆ\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1. Introduction 162\u003c\/p\u003e \u003cp\u003e12.2. Methods 162\u003c\/p\u003e \u003cp\u003e12.3. Results 162\u003c\/p\u003e \u003cp\u003e12.3.1. Final Architectural Design Studio (FADS) 162\u003c\/p\u003e \u003cp\u003e12.3.2. Studio\/preparation 163\u003c\/p\u003e \u003cp\u003e12.3.3. Studio\/conduct 164\u003c\/p\u003e \u003cp\u003e12.3.4. Studio\/assessment 164\u003c\/p\u003e \u003cp\u003e12.3.5. Studio\/general 165\u003c\/p\u003e \u003cp\u003e12.4. Conclusion 165\u003c\/p\u003e \u003cp\u003e12.5. References 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2. Non-formal and Informal Learning Environments \u003c\/b\u003e\u003cb\u003e167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13. A Tangible Approach to the Alternative Teaching Education \u003c\/b\u003e\u003cb\u003e169\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDimitra BABALIS\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1. Introduction 169\u003c\/p\u003e \u003cp\u003e13.2. A review of education and skills for a sustainable educational design. 170\u003c\/p\u003e \u003cp\u003e13.3. Expansion in education interest in ecological and sustainable urban design 172\u003c\/p\u003e \u003cp\u003e13.4. The Erasmus Intensive Programs (IPs) experience at the University of Florence 173\u003c\/p\u003e \u003cp\u003e13.5. Intensive Programs (IPs)\/Design Workshops (DWs) educational structure 174\u003c\/p\u003e \u003cp\u003e13.6. The Florence IP\/DW description 177\u003c\/p\u003e \u003cp\u003e13.7. Conclusion 179\u003c\/p\u003e \u003cp\u003e13.8. References 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14. Social Networks and Architecture: Possible Benefits for Design Education? \u003c\/b\u003e\u003cb\u003e183\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAkin Tolga İLTER\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1. Introduction 183\u003c\/p\u003e \u003cp\u003e14.2. Using social media for design studio education 185\u003c\/p\u003e \u003cp\u003e14.3. Case studies 186\u003c\/p\u003e \u003cp\u003e14.3.1. Case study I: design blog 186\u003c\/p\u003e \u003cp\u003e14.3.2. Case study II: social network 189\u003c\/p\u003e \u003cp\u003e14.3.3. Case study III: “\u003ci\u003eInsta \u003c\/i\u003eCompany” 191\u003c\/p\u003e \u003cp\u003e14.4. Conclusion 194\u003c\/p\u003e \u003cp\u003e14.5. References 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15. Architectural Education and the Politics of Architect–Client Relationships: A Case Study from Jordan \u003c\/b\u003e\u003cb\u003e197\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAhlam HARAHSHEH\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15.1. Introduction 197\u003c\/p\u003e \u003cp\u003e15.2. Current pedagogy in selected architectural departments in Jordan 199\u003c\/p\u003e \u003cp\u003e15.3. Importance of communication skills in architectural education 201\u003c\/p\u003e \u003cp\u003e15.4. Training after graduation 204\u003c\/p\u003e \u003cp\u003e15.5. Conclusion 205\u003c\/p\u003e \u003cp\u003e15.6. References 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16. Outer Studio: Learning from the Students \u003c\/b\u003e\u003cb\u003e209\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eÇağda TÜRKMEN\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16.1. Architectural design education in Turkey 209\u003c\/p\u003e \u003cp\u003e16.2. Initiatives of students: architecture, design and education 211\u003c\/p\u003e \u003cp\u003e16.2.1. Baykuşlar Toplanıyor (Izmir, 2010–2013) 212\u003c\/p\u003e \u003cp\u003e16.2.2. Yer_denyüksek (Istanbul, 2013–2015) 213\u003c\/p\u003e \u003cp\u003e16.2.3. Bademlik Tasarım Festivali (Eskişehir, 2013–) 213\u003c\/p\u003e \u003cp\u003e16.2.4. Ulusal Mimarlık Öğrencileri Buluşması (UMÖB) 215\u003c\/p\u003e \u003cp\u003e16.3. This will \u003ci\u003enot \u003c\/i\u003ekill that 217\u003c\/p\u003e \u003cp\u003e16.4. References 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17. An International Collaboration and Interdisciplinary Architectural Education Experience: Atelier Européen \u003c\/b\u003e\u003cb\u003e221\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eElif MIHÇIOĞLU\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17.1. Introduction 222\u003c\/p\u003e \u003cp\u003e17.2. Flexibility in formal–informal integrated architectural education and interdisciplinary collaborations 222\u003c\/p\u003e \u003cp\u003e17.3. The case of Atelier Européen 223\u003c\/p\u003e \u003cp\u003e17.3.1. Structure, objectives, content and methods 224\u003c\/p\u003e \u003cp\u003e17.3.2. Stages of the studio process 225\u003c\/p\u003e \u003cp\u003e17.3.3. Previous studio projects 225\u003c\/p\u003e \u003cp\u003e17.4. Evaluation 231\u003c\/p\u003e \u003cp\u003e17.5. Conclusion 231\u003c\/p\u003e \u003cp\u003e17.6. Acknowledgements 232\u003c\/p\u003e \u003cp\u003e17.7. References 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18. A School of One’s Own: Reporting from the Students’ Front \u003c\/b\u003e\u003cb\u003e235\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eİkbal Ece POSTALCI, Burcu Selcen COŞKUN and Işıl RUHİ SİPAHİOĞLU\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18.1. Introduction 235\u003c\/p\u003e \u003cp\u003e18.2. The Flexible School 237\u003c\/p\u003e \u003cp\u003e18.3. The Architect of the Future 238\u003c\/p\u003e \u003cp\u003e18.4. Travelling School 240\u003c\/p\u003e \u003cp\u003e18.5. BACKYARD 241\u003c\/p\u003e \u003cp\u003e18.6. Own Kind of Architect 244\u003c\/p\u003e \u003cp\u003e18.7. Conclusion 246\u003c\/p\u003e \u003cp\u003e18.8. References 247\u003c\/p\u003e \u003cp\u003eList of Authors 249\u003c\/p\u003e \u003cp\u003eIndex 253\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Architecture [\u003ca title=\"See our other books on Architecture\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Architecture%20%5BAM%5D%22\"\u003eAM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-ISTE","offers":[{"title":"Brand New","offer_id":52446760304920,"sku":"9781786306494","price":113.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781786306494.jpg?v=1785113123","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/thresholds-in-architectural-education-hardback-9781786306494","provider":"Freshly Printed Books","version":"1.0","type":"link"}