Architecture and Planning ETDs

Publication Date

5-5-1977

Abstract

This thesis presents an architectural educational approach based on the awareness of oneself in one's environment. It is an awareness-based, existential and experiential approach to architecture. It draws upon the works of Gestalt Therapy and Confluent Education, an educational adaptation and application of Gestalt Therapy. It is presented in four chapters:

I. An Introduction;

II. An Analysis Of Gestalt Therapy;

III. An Educational Approach Based On Gestalt Therapy;

IV. An Architectural Seminar Based On The Awareness Of Oneself In One's Environment.

This thesis states architectural education can be improved by using educational methods which integrate student's intellectual capacities with their emotional capacities. Learning in this educational approach begins with personal experiencing and it moves outward into interpersonal knowledge. Self-awareness is at the root of this educational approach. Learning is defined as the discovering and becoming aware of that which already exists, but which was not previously known or understood. The seminar presented in this thesis is a prototypal application of this educational approach. It consists of fifteen lesson plans, each consisting of several learning structures or “games”. These "games" are intended to create relevant learning events; learning events in which students make discoveries about themselves in their environment.

Language

English

Document Type

Thesis

Degree Name

Architecture

Level of Degree

Masters

Department Name

School of Architecture and Planning

First Committee Member (Chair)

Edith Ann Cherry

Second Committee Member

Howard Wallace McConeghey

Third Committee Member

David Kal

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