ABSTRACT
The account in Part IV of the original intentions in adopting a problem-based approach in the Newcastle architecture course emphasized the importance given to the possibility of integrating aspects of architectural education which elsewhere have tended to grow apart. In particular, integration of discipline areas was sought, and especially that of technical and design areas, so that students would come to see the whole evolution of a building project as an unfolding design process, rather than as a creative initial conceptual design stage followed by a tedious technical resolution stage.
