Mimari Habitusun Eşiği Olarak İlk Yıl Mimari Tasarım Stüdyoları



This study considers architectural education, especially the first year design studio, not only as an environment in which knowledge and skills about the profession are transferred, but more as a threshold where students move into a new culture of values and ideas specific to the discipline. The inter-studio interaction between the instructor and the student, which stands out as the basic strategy of studio lessons, plays a critical role in this process of socializing of students into new systems of taste and culture. Our research, covering the architecture faculties of 14 universities in Turkey, enables us to discuss this interaction and cultural adaptation taking place in the studio. One of the highlights in the results of the research is the differences between the experience and evaluation of the studio's main objectives from the perspective of instructors and students. This difference sheds light on how the values that are thought to be conveyed in the studio are met by the students and opens up discussions on the patterns of design education. In this context, the concept of habitus, which Pierre Bourdieu points out as the limits of action that are almost beyond the grasp of our consciousness, and Paulo Freire's critical pedagogy approach outline the conceptual framework that we apply when questioning the prevailing beliefs and practices that drive studio courses. In addressing architecture education as a form of cultural policy, our goal is to confront the uncertainty that characterizes the first year design studio and create a space to discuss the challenges that this environment poses for students and instructors.

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DOI: http://dx.doi.org/10.4305/metu.jfa.2021.1.3


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