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.
Level of Degree
School of Architecture and Planning
First Committee Member (Chair)
Edith Ann Cherry
Second Committee Member
Howard Wallace McConeghey
Third Committee Member
Hicks, Gregory Tyler. "An Architectural Educational Approach Based On The Awareness Of Oneself In One'S Environment." (1977). https://digitalrepository.unm.edu/arch_etds/182