Producing critical thinkers, designing critical objects: re-examining the role of critique in architectural education

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dc.contributor.author Stead, Naomi.
dc.date.accessioned 2007-03-19T01:17:25Z
dc.date.accessioned 2012-12-15T02:44:11Z
dc.date.available 2007-03-19T01:17:25Z
dc.date.available 2012-12-15T02:44:11Z
dc.date.issued 2003
dc.identifier.citation Naomi Stead, ‘Producing Critical Thinkers, Designing Critical Objects: Re-Examining the Role of Critique in Architectural Education’, in Design + Research: Project Based Research in Architecture. Proceedings of the Second International Conference of the Association of Architecture Schools of Australasia, ed Sandra Kaji-O’Grady and Claire Newton, Melbourne, Australia, pp.3-12, 2003. en
dc.identifier.uri http://hdl.handle.net/2100/344
dc.identifier.uri http://hdl.handle.net/10453/19743
dc.description.abstract One of the most often-repeated aspirations of the contemporary university, to ‘teach students to think critically’, has been recited to the point of ubiquity in course and subject outlines, in schools of architecture as elsewhere. But this immediately raises a series of questions. What exactly is the benefit, for example, in ‘thinking critically’, why is it such a desirable attribute, and why in spite of all this does it seem so ill defined? More specifically for the purposes of this paper, does this critical capacity have a particular relevance for the education of architects? en
dc.format.extent 131891 bytes
dc.format.mimetype application/pdf
dc.publisher the Second International Conference of the Association of Architecture Schools of Australasia en
dc.subject teaching critical thinking en
dc.title Producing critical thinkers, designing critical objects: re-examining the role of critique in architectural education en
dc.type Article en


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