DIVINING THE FUTURE: INTEGRATIVE TECHNOLOGICAL THINKING IN ARCHITECTURAL PEDAGOGY

Abstract

The aim of the paper is to illustrate a series of pedagogic strategies utilized concerning the integration of technology and construction within the architectural design studio process. Via the agenda of an advanced design studio laboratory, the quest for integration is tested and the boundaries of architecture and other technology-based disciplines are being challenged. Specifically, the limits of disciplines such as mechanical/environmental/structural engineering, construction and building services are challenged through architecture and vice-versa. The thematic of the studio poses technology as a lens to inspect the future of architecture, therefore it provides a fertile ground for reciprocally investigating the integration of other disciplines. A series of specific strategies and processes are explored in order to encourage and develop integrative technological thinking. They aim to enhance the students’ ability to grasp architecture as a coherent subject and positively embrace the merits of a multidisciplinary approach. These pedagogic processes include a continuous crossover of thematics, exercises, workshops, references and case studies. The theoretical background of the thematics introduced will be discussed along with examples of work produced at each stage. Resultant work will evidence that the pedagogic strategies utilized stimulate the students’ ability to generate innovative propositions with technology as an integral part of the design process; by integrating personalized insights from the disciplines of mechanical, environmental and structural engineering, construction and building services.