Fatemeh Almasi; Elham Pourmahabadian
Abstract
Extended Abstract
Background and Objectives: The architectural education methods should encompass theoretical knowledge, as well as professional and social concepts, by evaluating ...
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Extended Abstract
Background and Objectives: The architectural education methods should encompass theoretical knowledge, as well as professional and social concepts, by evaluating the indicators of the world’s leading schools of architecture. Architectural schools use appropriate educational techniques and cover various activities involving knowledge, skills, and creativity. Considering the global developments, it seems that acquiring skills to address future challenges necessitates the enhancement of educational approaches and the recognition of influential learning factors. Due to the lack of authors contributing to the formation of architectural theory during the contemporary Iranian architecture era, it is imperative to examine the current state of Iranian architectural schools. This is crucial as they lack a suitable and systematic structure. Bauhaus school is an example of bringing about a revolution in architecture, which has had lasting effects day. Considering that much research has been done in the field of architectural education, but few sources have directly addressed this subject, this research aims to examine the educational process in Bauhaus school and provide solutions to improve the quality of architectural education. The question posed for this research is as follows: What is the process of education in Bauhaus school? And how can it be used to improve the quality of contemporary architectural education? To answer this question, the premise is that it seems that the teaching methods of the Bauhaus school can be fruitful for teaching contemporary architecture.Methods: In terms of purpose, this research is in the field of applied research and adopts an analytical descriptive methodology. To enhance the quality of architectural education in Iran by applying the educational indicators of Bauhaus school, a systematic approach was employed. Initially, these indicators were derived from theoretical foundations. Subsequently, two questionnaires were developed and distributed among university professors (experts) and master students. The statistical population for architectural experts (professors) and students consisted of 50 and 150 individuals, respectively, chosen through random classification sampling. The overlapping indicators were consolidated based on the corrective opinions of 20 experts. Fifteen educational indicators were formulated as questionnaire questions, utilizing a five-point Likert scale, and descriptive statistics were employed for the analysis of the findings. In conclusion, suggestions were generated for the implementation of Bauhaus educational indicators to enhance the quality of architectural education in Iran, drawing upon the conducted studies and questionnaire results.Findings: The principles raised in this research indicate that architectural education in Bauhaus school is of good quality. In line with the research objective of utilizing Bauhaus educational indicators to enhance the quality of architecture education in Iran, three components—upbringing, social, and environment—were taken into consideration. The overlapping indicators were then consolidated into 15 categories. Through assessments conducted by both students and experts, aspects such as meditation, preparation for the architecture profession, real-world work experience, practical product production, the interplay between art and industry, the connection between individuals and the university, the integration of art, technology, and life, accessibility, interdisciplinary collaboration, experimental and exploratory learning, and the potential for hands-on experience and construction were closely evaluated. These aspects require special attention in Iranian architecture education. However, other elements did not receive favorable scores, indicating a lack of alignment between the country’s architectural education and the educational indicators of the Bauhaus.Conclusion: Teaching architecture becomes possible when there exists a complete and acceptable definition of architecture that can be taught. Bauhaus school has provided a comprehensive definition of architectural education that led to the education of an architect. Thus, in addition to being the school of architecture, it has nurtured ideas and art of students and even professors to connect with the professional market and industry. According to the studies conducted, and the indicators extracted along with the results of the questionnaires, it is confirmed that the state of architectural education in Iran has a significant difference from the educational indicators of Bauhaus school. Addressing challenges in contemporary education requires implementing solutions, such as a comprehensive review of architectural educational programs. This can involve evaluating students’ work through peer and professor assessments, integrating technical and design courses similar to Bauhaus school, fostering interactions between students and professors across different academic levels, incorporating opportunities for meditation and breathing exercises, facilitating one-on-one learning experiences with professors, and establishing connections with domestic and international scientific institutions. Additionally, providing real teamwork experiences through participation in both domestic and foreign competitions, transferring professors’ professional experiences by simulating professional environments, assigning projects that result in tangible and practical products aligned with societal needs, embedding suitable workshops, and fostering collaboration with related fields can collectively contribute to overcoming issues in the contemporary education system and advancing the quality of architecture education.
