The Explanation of effectiveness of student's lived experience in the architectural training process

Abstract: Architecture as a built environment has an important role in the quality of experience. Architecture experience is one of the educational strategies for knowing architecture. In some educational approaches, experience means observation, while based on the embodied cognition, environment experience is more than an observation. According to this approach, lived experience is deepest than obsevation. Relying on this approach, people's lived experience has a profound effect on their knowing about the environment. This research seeks to investigate how this experience affects the training process, especially the acquisition of architectural knowledge by students. In this purpose, we try to give a theoretical framework by referring to the basics of embodied cognition, in order to answer the research questions. These are: How is the student's lived experience formed in the architectural training? And what is the effectiveness of the student's lived experience in the process of architectural training? So, at first we definite lived experience and its educational function in the field of architecture. The information in this section was gathered from the study of written sources and correspondence with some experts in the field of embodied cognition. Finally, with logical reasoning based on the theoretical framework, we show that student's lived experiences about architecture were completed in the architectural training process. It can be use as an educational strategy in the architecture schools. Furthermore, the quality of architecture experience is a based component of lived experience that influencing the student's academic life. It can be closer to his/her lived experience and turned into the effective strategy in architectural training. The other component is the self-body. In the paper we analyse the role of student's body in the quality of architecture experience and training process, too.