Science in architectural education science versus creativity is there a dichotomy?

Szokolayt S.V. (1980) Science in architectural education science versus creativity is there a dichotomy?. Architectural Science Review, 23 1: 10-13. doi:10.1080/00038628.1980.9696434


Author Szokolayt S.V.
Title Science in architectural education science versus creativity is there a dichotomy?
Journal name Architectural Science Review   Check publisher's open access policy
ISSN 1758-9622
Publication date 1980-01-01
Sub-type Article (original research)
DOI 10.1080/00038628.1980.9696434
Open Access Status Not yet assessed
Volume 23
Issue 1
Start page 10
End page 13
Total pages 4
Subject 2216 Architecture
Abstract This is a discursive paper, based on opinions and presenting some thoughts. It explores the ongoing argument between studio (design-) teachers and teachers of architectural science subjects, which leads to competition for teaching time and subject weighting. Its main thesis is that scientific knowledge would enhance, rather than curb creativity. The thesis is supported by a wide-ranging discussion of topics from theories of creativity, through design methods and architectural attitudes, to the question of beliefs, values and the manipulation of such beliefs. The implied message is that architectural education should - to an increased extent - rely on scientific methods.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 28 Jun 2016, 15:46:09 EST by System User