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Toward a Marriage of Artistry & Applied Science in the Architectural Design Studio
Donald A. Schön
Journal of Architectural Education (1984-)
Vol. 41, No. 4 (Summer, 1988), pp. 4-10
Published by: Taylor & Francis, Ltd. on behalf of the Association of Collegiate Schools of Architecture, Inc.
Stable URL: http://www.jstor.org/stable/1425007
Page Count: 7
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The architectural design studio is an anomaly in the contemporary research university. Its underlying theories of professional knowledge and teaching are at odds with those of other university-based professional schools. This represents an opportunity: the studio has much to teach other professional schools on the basis of its traditions of education through coaching and learning-by-doing. On the other hand, what is the place of applied science in the studio? This question triggers a more general issue about science education for the professions. I have suggested how teaching what scientists do, rather than their research results, could influence science teaching in the studio. When considered this way, scientific research and architectural design bear a much closer family resemblance to each other.
Journal of Architectural Education (1984-) © 1988 Taylor & Francis, Ltd.