Anti-authoritarian Thought from aPostmodern Perspective on Architectural Education
Subject Areas : Architecture
Arezo Zandimoheb
1
(Department of Art, Farhangian University, Tehran, Iran)
Hosein Ardalani
2
(Department)
kimia mazhari
3
(Department of Architecture, Sourah University, Tehran, Iran.)
fatemeh rafati
4
(Azad University)
Keywords: Architecture education, dialogue, Curriculum, modern postmodernism, Anti-authoritarianism,
Abstract :
Postmodern Philosophers do not consider teaching authoritarianism and the educational system, hierarchy, etc., to be appropriate for some disciplines. In contrast to the authoritarianism that was posed in the modern and earlier years, dialectical and discursive methods have been endorsed by postmodernists, this method is well-known for the creative development that is important in the teaching of architecture. The purpose of this paper is to enhance the quality of learning of architecture education by utilizing postmodern teaching methods. This method seems to be much more suitable for teaching architecture and educating designers. The research method is a descriptive-analytical method, in addition to the description of postmodern education and programming, we have analyzed and explained methods for improving the quality of architecture education. Data collection is based on documents, literature and library studies. The theoretical framework was developed based on the theory of anti—authoritarian education and postmodern education. Finally, strategies to improve this are stated. The results of the article do not seek to define the overall structure in education, but by defining multiple structures in architecture education to increase flexibility and, of course, increase the quality of architecture education. By decentralizing the rules and changing the educational topics in different provinces and climates based on different construction methods, better architectural education is achieved. self-creation is one of the main goals of architecture that can be promoted in a postmodern way, decreasing the focus on the teacher's power and focusing more on the individual ability of students in architectural studios. The role of the teacher is visible as an expert and technician, and through this, the student gains a more complete knowledge of himself and his abilities and completes the path of creativity.
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