ABSTRACT
In this chapter, the author introductions of a new theory for transformative pedagogy in architecture and urbanism which is amenable to knowledge integration in architectural and urban design education. Since architecture is created in a field of tension between reason, emotion and intuition, the author suggest that transformative pedagogy in architecture and urbanism should be viewed as training toward the manifestation of the ability to conceptualize, coordinate, and execute the idea of building. While the reasons for introducing a theory are many and multifaceted, in order to place the discussion in focus, the author categorizes and limit those reasons in terms of the following points: admission policies and the skills emphasis syndrome, idiosyncrasies in knowledge delivery and acquisition in architectural education, and some alarming figures on studio teaching practices. When teaching any body of knowledge, educators tend to present it as a body of facts and theories and as a process of scientific criticism.
