Abstract
Architectural education encompasses different approaches from past to present; it is continuously researched and is both vocational and personality training. An updated manifesto for the current era is essential to ensure that the design approaches and tools updated by the boundless opportunities presented by the 21st century do not overwhelm the proven principles from the past. In the early 21st century, the restructuring process of architectural education is being reawakened through unique education approaches. The studio that constitutes the backbone of design education must also produce the manifesto. Manifesto principles that express the approaches related to the stages and are fictionalised through binary propositions need to provide a paradigm that exceeds a linear process for the studio environment. The proposition for all actors of the design process and learning programmes is based on an independent configuration in which studios focus on learners. Manifestos need to be renewed as long as the epoch is flourishing, while concerns about the internalisation of design knowledge and ways of thinking, skills, and experiences exist. The present manifesto is also a future building block. To rest studio manifestos on a joint manifesto similar to one proposed in this text, because of renewed and diversified practices, it is necessary to maintain an architectural education that does not lose itself and people within the universe of infinite possibilities.
Highlights
The position that Aristotle's Poetika' occupies in poetry and literature is the same as 'De Architectura' by Vitruvius and the space it occupies in architectural education. Weiner (2006) states that architecture and architectural education is not exempt from criticism; just like literature, it is subject to literary criticism
An updated manifesto for the current era is essential to ensure that the design approaches and tools updated by the boundless opportunities presented by the 21st century do not overwhelm the proven principles from the past
In the early 21st century, the restructuring process of architectural education is being reawakened through unique education approaches
Summary
The position that Aristotle's Poetika' occupies in poetry and literature is the same as 'De Architectura' by Vitruvius and the space it occupies in architectural education. Weiner (2006) states that architecture and architectural education is not exempt from criticism; just like literature, it is subject to literary criticism. In the architectural education environment, evolving into a learner-centred process, interaction-based methods and approaches that allow for a different way of thinking come into focus. Another principal expectation is that architectural education will not break with traditional principles. When the process based on learner-teacher interaction is considered together with life-long learning, bidirectionality that lives in each becomes a current issue. To present the importance of this interaction for the learning environment and determine the steps that will enlighten the process, a leading age/era manifesto is required. A design studio is an interactive environment that allows learners to find innovations concerning themselves, their age, and architecture (Kalaycı, 2016). Studio culture occurs as a consequence of the flexibility of being able to restructure itself and generates a model indicating
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