Hostname: page-component-745bb68f8f-v2bm5 Total loading time: 0 Render date: 2025-01-27T15:40:20.884Z Has data issue: false hasContentIssue false
  • English
  • Français

Self-identity, rationalisation and cognitive dissonance in undergraduate architectural design learning

Published online by Cambridge University Press:  19 February 2010

Christine Bachman  and
Leonard Bachman
Christine Bachman
Affiliation:
The University of Houston-Downtown College of Humanities and Social Sciences, One Main Street, Houston, Texas 77002, USA, [email protected]
Leonard Bachman
Affiliation:
The University of Houston-Central, 122 College of Architecture, Houston, Texas 77204-4000, USA, [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.

Type
education
Information
arq: Architectural Research Quarterly , Volume 13 , Issue 3-4 , December 2009 , pp. 315 - 321
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)