Educating the Reflexive Practitioner
نویسنده
چکیده
Studio as a model of education is distinct from many other professional disciplines and although it can be quite rewarding on many levels it may also be an extremely unconstructive endeavor.1 The amount of time spent in studio typically far outweighs that spent for other courses and often at the expense of such other courses. The dedication that students bring to the studio is remarkable, yet much of the time spent in studio is not always productive. Students often complain of not knowing what is expected of them and as a result much of the time is spent thinking about what they think the professor wants to see as opposed to working through their projects. In an alternate scenario, students are crushed by the workload, tasks, demands or expectations of their instructors. In either case, the work is almost invariably driven by the students’ own creativity and imagination; unlike law, medicine, business, or engineering for example, where the interpretation and inquiry into case studies and cadavers is much less based on the personal introspection than established traditions. This extremely personal nature of the architectural studio can make reviews either a devastating or extremely empowering process. As seen from the perspective of the larger university community, the studio is simply not an efficient way of education. The faculty to student ratio, for example, is not in accordance with other undergraduate disciplines. But this ratio, as we all know can also be a real strength. The oftenhermetic nature of the studio offers latitude for students to develop their work in relatively safe surroundings. This environment, however, may also foster the cult of personality that develops around certain professors that harkens back to the very roots of education but can also lead to an entourage of disciples who have no incentive to inform the Emperor that he or she is no longer wearing any clothes.
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