Reconsidering Architectural Education Based on Freire's Ideas in Iraqi Kurdistan

Autor/inn/en	Rauf, Hozan L.; Shareef, Sardar S.
Titel	Reconsidering Architectural Education Based on Freire's Ideas in Iraqi Kurdistan
Quelle	In: Educational Philosophy and Theory, 54 (2022) 13, S.2243-2255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2130045
Schlagwörter	Architectural Education; Educational Theories; Undergraduate Students; Design; Creativity; Foreign Countries; Ethnic Groups; Student Attitudes; Teaching Methods; Learning Processes; Power Structure; State Universities; Dialogs (Language); College Faculty; Teacher Student Relationship; War; Democracy; Private Colleges; Comparative Analysis; Study Abroad; Teacher Characteristics; Iraq + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Kreativität; Ausland; Ethnie; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Staatliche Universität; Dialog; Dialogs; Dialogue; Dialogues; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Krieg; Demokratie; Privathochschule; Studies abroad; Auslandsstudium; Irak
Abstract	Paulo Freire is undeniably a prominent figure who greatly influenced 21st century higher education. More specifically, architectural education been greatly affected by Freire's thinking in relation to producing a design project with dialogue and consciousness. This study aims to implement Freire's thoughts in contemporary design studios, where the core courses of architectural education occur. This study employs a narrative methodology and in-depth interviews with third-year students from the design studios of two universities, one public and another private. The study investigates the impact of the concept of 'dialogue' on student creativity, and 'banking education' thought of Freire to determine how this idea affects students' consciousness of their learning process. Therefore, this research attempts to apply three of Freire's key thoughts that have been discussed in his book "Pedagogy of the Oppressed": 'dialogue', 'consciousness', and 'banking education'. As a result, banking education applied by local-experienced instructors in the public university has confused students when applying given information to the theoretical part of their projects, which directed them to show fewer creative concepts. On the other hand, the students had greater consciousness of their learning process, awareness of their strengths and weaknesses in regard to the concepts of their design projects, and involvement in their classes when they felt a dialogue by the abroad-experienced instructors in the private university. This study shows that architectural education in that region requires a serious consciousness of Freirean theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01