ABSTRACT
This chapter emerges from a period of research that developed a grounded theory of Live Projects that invited architectural educators to describe and critique their understanding and experiences of Live Projects. The chapter explores two tensions affecting the development of sustainable Live Project pedagogies: firstly, a tension between process and product that must be acknowledged when distinguishing design/build projects from a larger category of Live Projects; and, secondly, a tension between two theoretical categories: complicated pedagogies and complex pedagogies. It argues that architectural educators who wish to develop their own pedagogical approaches to Live Projects should distinguish these two categories and the limitations of their respective theories. The greatest opportunity presented by the Live Project is not that it is a place to reflect on one's own learning but that it is a place to share that learning and reflection with others.
