Abstract
This study explores concept generation in architectural design from a knowledge point of view. First, it considers different kinds of knowledge/ways of knowing underlying the generation of a meaningful concept, resulting in a framework which distinguishes between passive knowledge and active knowing of components and concepts. Second, this theoretical framework is used in an experiment aiming to explore the development of concept generation in the design studio. Focus of attention is how the interaction within the studio helps the student to develop a meaningful concept. Important roles are here reserved for the studio teacher, and the instruments and language used within the interaction.
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.
