Abstract
This paper, which is based upon a talk given to the Martin Centre Research Society at the Department of Architecture at Cambridge in October 1994, examines the continuing relevance of the model of architectural research which was proposed at the Oxford Conference on architectural education in 1958. It suggests that the Oxford model, with its roots in the procedures of the sciences, in which ‘fundamental’ research precedes ‘development’, before leading into practical application, fails to account for the role of the designer in the evolution of the state of architecture. It also proposes that developments in architectural education, in particular the growth of the unit system of studio instruction, have added a further element to the productive and investigative potential of the schools of architecture, and that this must be accounted for in any valid model of research.
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.
