Abstract
ABSTRACT Computerization of built design (architecture and landscape architecture) has compromised pedagogical objectives, priorities and practices by undermining intellectual and artistic aspects. With the handwork-based learning model (which promoted creativity and artistry) abandoned by academia, teaching design as an intellectual subject now requires academic development to mean continuous adaptation. This paper summarizes the author’s mission to effectively teach foundational values in an unwelcoming environment. Through an individual and personal journey of adaptation, it represents the shared educational experience of adopting new responsibilities (such as advocacy) to ensure that student learning remains true and meaningful even in challenging or hostile circumstances.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
