ABSTRACT
This chapter is based on the premise that the pioneering typologies discussed in the preceding chapter represent alternative approaches to studio pedagogy. As such, they offer channels for present-day educators to explore the potential and possibilities of opening up design pedagogy to a wider array of influences. While new and emerging methods of teaching are being applied in many design schools worldwide, the traditional approach to contemporary design pedagogy still prevails. The so-called syndromes of such approaches were expressed as fallacies by Douglas Kelbaugh (2004); he cites seven fallacies endemic to the contemporary conventions of architecture and the pedagogy emphasised in design studios. The examination of these fallacies helps contextualise some of the major concerns driving the establishment and development of new teaching approaches and models that relate to the current state of architecture and its practice. 1 The fallacies affecting both professional practice and pedagogy range from architecture’s enthrallment to the cult of artistic talent as well as the insistence on artistic originality. In this sense, the ethic of architecture as a civically responsible practice is being replaced by the creation of fantastical designs whose main purposes are only to shock and awe. In such instances, architects and those involved in architecture have subdued the social dialogue they are supposed to engage in and attempt only a self-referential role within the discipline.
