ABSTRACT
Constituted in three sections, this chapter provides an analytical discourse on the new design pedagogy, a pedagogy that goes beyond the limits and constrictions of more traditional approaches to design studio-teaching practices. It deliberates the reasons for the rejection of traditional methodologies and the resulting repercussions of this development. The chapter also discusses variations in design thinking, in addition to identifying and debating the new typologies of design teaching practices that have emerged or are emerging. The first section provides a rational analysis and clarification of some of the elementary issues of design and the thinking processes therein involved. Current definitions, approaches, and models of design, which provide a basis for understanding different characteristics of design education, its processes and its teaching/learning styles, are reviewed. The second section examines alternative pedagogical typologies and offers analytical narratives of 10 different models of design teaching; established in the late 1960s, these were a major influential force in architectural pedagogy until the early 2000s. Various aspects of these models are examined, for example, how each model views architectural and urban design as a mental, physical, and professional activity, how they employ a specific studio process, and how they adopt and adapt different modes of teaching and learning. The third section further analyses these models by highlighting their commonalities and differences in the shaping of studio processes and teaching and learning styles. The chapter then concludes with scenarios that can promote deeper understanding and help expand the student knowledge base in design pedagogy.
