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