The Role of Criticism in Architectural Education: An Experimental Model for Enhancing the Architectural Students' Critical Skills in Design Studio

Abstract

The study descends from the group of studies that bragged about the development of the architectural education process. It focuses on enhancing the cognitive panes and dimensions in the education process. The study raises some questions about the architectural design objectives and philosophies and its success in achieving the goals of the educational process, where architectural design is referred to as being at the ‘core’ of architectural education. The study gives attention to the architectural design approach to scrutinize the defective features to struggle to solve one of these panes. It relies on a collective methodology that manages architectural design as a creative process, which tries to acquire suitable solutions for the problems of the surrounding society and environment within a collective framework. The study argues the problem of the absence of a structured framework to develop the critical skills of the architectural student as a mean for enhancing his/her higher mental skills. Consequently, the study aims to structure an experimental model to improve the self-critical skills of architectural students. The study adopted an empirical approach that relies on two main axes: The first axis is the analytical study with a preliminary chapter followed by three theoretical parts; the second axis is the applied study with one part, While the final chapter focuses on the results and recommendations.