Cape Peninsula University of Technology (CPUT) (from interview with Prof. Andre van Graan (APPENDIX F). Development of a conceptual framework for an alternative model of architectural education in technical universities in South Africa.
CONCLUSIONS AND RECOMMENDATIONS 284
The position of architecture from the beginning of the 17th century to the end of the 20th century. Assessment of the impact of new strategic goals on the transformation of learning spaces at model ALS.
LIST OF ANNEXURES
INTRODUCTION
- Background and Outline of Research
- Motivation for the research
- Context of the research
- Hypothesis
- The Research Problem and Objectives
14 | P a g e was the vital and strong defining characteristic of the earlier technikons which, he affirmed, must be maintained as a characteristic of technological universities. It is necessary to develop a new model for architectural education at universities of technology in South Africa that can meet the need for transformation of the built environment and at the same time establish relevance and meaning in society.
Primary Research Questions
Sub Questions
- Delimitations
- Outline of chapters
- Introduction
- Research Methodology
- Literature Review: Theoretical and Conceptual Frameworks
- History and Evolution of Architectural Education in the Developed World and its Influence on the Developing World
- History and Evolution of Architectural Education in South Africa
- Historical Evolution of Architectural Education at Universities of Technology in South Africa
- Case Study of Learning Space Development at Universities of Technology in South Africa
- Research Analysis of Student Responses to the Quality of Curriculum, Pedagogy, Learning Environment, Financing and Human Capital Resources
- Conceptual Framework for a New Model of Architectural Education at Universities of Technology in South Africa
- Conclusions and Recommendations
- RESEARCH METHODOLOGY
- Research Design
- Research Methodology
The theoretical discourse in Chapter 3 is applied to understanding the global evolution of architectural education. The development of architectural education in technical universities is critically analyzed against the context of transformation of South Africa's technical higher education institutions.
Sampling Process
Data Analysis
The methodology described in this chapter is defined by a mixed method, which forms a complex mix of research methods and techniques due to the broad and complex nature of the research problem. The methodology is adapted from more established or traditional methods in order to relate specifically to the research problem of this thesis.
THEORETICAL AND CONCEPTUAL FRAMEWORK
A critique of the historic paradigms of knowledge interpretation and knowledge transfer
Architecture is in fact one of the most vital disciplines in the broader development context, transcending the idea of building as a product to the definition of cultural identity, society, politics, economics and the ecological environment. The lack of attention to the multi-layered complexity of human potential has led to a totalitarian view of education that inherently undermines contextual and cultural nuances – the perpetuation of a positivist paradigm in education.
Neo-humanism in context
Sarkar (1998) refers to the departure from the definitive thinking of humanism to the process-oriented ideology of neo-humanism as a new dawn in the development of consciousness produced by a new renaissance. Within the neohumanist paradigm, education can never be limited to the service of industry. The neo-humanist approach to inclusiveness of multiple perspectives, complexity and diversity gives rise to the concepts of hybridity and 'interdisciplinarity' in pedagogy, which stimulate the critical examination of theories and the development of ideas and concepts in an "in-between".
Architecture as disconnected practice
This disconnect can be traced back to the mid-17th century, when architectural practice moved from the hands of craft and craftsmanship to an academic paradigm. Cret (1941) attributes this to the Renaissance in Italy, when architecture separated from the guilds and developed as a profession following the ideals of the courts and aristocracy. This thesis asserts that the impact of the professionalization of architecture and the emergence of academies of architecture from the Renaissance onwards still resonates today.
The evolution of educational and learning Theories
- From canonisation towards knowledge generation
- Context and Problem-based Learning
- Reflective practice and active experiential learning
- Neo-humanism as a strategy for transformative pedagogy within a holistic learning paradigm
John Dewey, as a pioneer of the progressivists, defines contextually situated problems as stimuli for learning, which he refers to as “the problem.” The identification of knowledge gaps is essential for establishing the relevance of learning, as posited by Piaget's notion of 'puzzle work' and Dewey's notion of 'the problem'; SDL then ensures that the acquired knowledge is applied to the problem. However, the neohumanist approach implicitly questions the historical definition and quality of the learning environment – the design studio.
Learning Space Development for engaged practice
How then can learning spaces be designed to accommodate a much more fluid, interactive and collaborative learning paradigm? This has a significant impact on the definition of learning space and challenges the structure of traditional architectural learning spaces. Bickford and Wright (in Oblinger 2006) argue that a community paradigm is necessary for the design of learning spaces to emphasize social interaction and student engagement in learning, just as the learning paradigm focuses on the importance of collaborative learning.
Chapter Summary
77 | P a g e A strong proposal emerged towards a new model for architectural education in South African universities of technology that would respond to contextual nuances both locally and globally. Neo-humanism, therefore, emerged as the principle theory from which to develop an alternative model for architectural education in South African universities of technology. Discussion of the historical evolution of architectural education and practice in the developing world follows in the next chapter.
THE HISTORY AND EVOLUTION OF ARCHITECTURAL EDUCATION IN THE DEVELOPED WORLD AND ITS
The Beaux-Arts System (France)
In 1863, Emperor Napoleon III ordered the Academie des Beaux-Arts to become independent of the French government, hence the birth of the Ecole des Beaux-Arts. The Ecole des Beaux-Arts separated from the Instituto in 1807 and continued to appoint academicians and winners of the Prix de Rome as its teachers (Cret 1941). Ecole regarded the robust imperial classicism as one of the eternal truths of architecture (Fricker 2010).
The British System
- The evolution of Polytechnics in the UK
Pratt (1997) outlined the development and eventual demise of polytechnics in the UK during the period he termed 'the polytechnic experiment'. This ultimately led to the change in the institutional identity of polytechnics, most of which would become universities. The artistic paradigm of the Beaux-Arts and the pragmatic attitude of the technical institutes are decisive for the subsequent discussion.
The Vienna School in Central Europe
- The influence of Otto Wagner on Modern Architecture
It was during this period that the rationalist functionalist approach of Otto Wagner, widely regarded as the founder of modern architecture, began to influence the future of architectural education and practice in Europe and later the rest of the Western world. His architectural education was at three distinctly different institutions, which either had a scientific and technological focus, such as the Technical University of Vienna and the Bauakademie in Berlin, to the artistic liberal approach of the Academy of Fine Arts in Vienna (Encyclopaedia of World Biography: 2004). It was precisely his emphasis on the vital synergy between ingenuity, science and technology that defined his philosophy of education and practice.
The Bauhaus of Germany
According to Dearstyne (1962), Van de Velde conceived the reunification of the arts long before Gropius did. It was Van de Velde's admiration for the value of the machine and the beauty of its products and utility that was later adopted by the Bauhaus. The Bauhaus began successfully with several important architects of the time involved in the schooling.
Ricker was innovative in both curriculum design and pedagogical approaches as evident in his interdisciplinary/integrated curriculum that defined the development of architectural education at the University of Illinois. Whereas, on the other hand, the Bauhaus was rooted in crafts and the act of making; embracing technology, machinery and mass production. The two higher education systems influenced architectural education in Europe and the rest of the developed and developing world.
The influence of the European Traditions on African architectural education
However, it is necessary to understand the origins of the various systems of architectural education in Africa. He emphasized that architecture must respond to the pressing social, economic and environmental realities of the developing world, which is a challenge for "exhibitionists". Howarth hinted at this possibility when he stated that "Third World citizens have much to teach us, and that, whatever our sophistication, we have much to learn" (Howarth 1966:43).
This initiated the creation of the Building Science component of the Department of Architecture and Building Science at the newly formed University of Nairobi, which had evolved from the Royal College of Nairobi. This multidisciplinary approach led to the amalgamation of relevant allied departments resulting in the formation of the Department of Architecture and Building Science, which allowed various aspects of architectural design and construction technologies to be synergized to develop appropriate design responses. A turning point for all Francophone schools occurred in 1968, with the decline of the Beaux-Arts in Paris.
HISTORY AND EVOLUTION OF ARCHITECTURAL EDUCATION IN SOUTH AFRICA
The origins of formal architectural education in South Africa
The conference attracted delegates from across the country and from various sectors of the profession. The two major points of discussion at the 1923 conference were the possibility of the formation of a federal educational agency and the merit of a professional publication on architectural education. This led to the creation of the University of South Africa (UNISA), Stellenbosch University and UCT.
The transformation of architectural education in South Africa
- The transformation of the higher education in post-apartheid South Africa
- Pre-university education and its impact on universities of technology in South Africa
Respond to the needs of the Republic and of the communities served by its institutions; The HEQF: Qualifications, Levels and Minimum Credits (Department of Education 2004) – the credit values at each level are recorded, as are the credits at the exit level (indicated in brackets). The Advanced Diploma usually joins the Postgraduate Diploma, while the Bachelor's degree joins the Honors Degree, both at NQF level 8 – the start of the postgraduate level.
The transformation of the architectural profession in South Africa
- The regulation of the architectural profession in South Africa
- The validation of architectural programmes in South Africa
- The impact of national imperatives on the architectural profession in South Africa While the HEQsF, the CAA and other international benchmarks influence professional standards,
Each of the registration categories is therefore defined by a limited scope of professional competence in accordance with the corresponding level of academic education. Revisions of the Acts of Parliament led to the formalization of the Higher Education Act 101 of 1997 and the Architectural Professions Act 44 of 2000. The chapter concludes with a brief discussion of the national requirements and strategic objectives of the NDP and DPW.
HISTORICAL EVOLUTION OF ARCHITECTURAL EDUCATION AT UNIVERSITIES OF TECHNOLOGY IN SOUTH
The transformation of technical institutions of higher education in South Africa
- The emergence of universities of technology in South Africa
Geoff Scott (cited in CHE 2005:52) describes the unique and distinctive characteristics of universities of technology based on the Australian experience. The application of research and knowledge for the benefit of society appears as a strong principle that defines the objectives of universities of technology. Moreover, research in universities of technology has a similar tendency towards implementation for the benefit of society.
The evolution of architectural education at universities of technology in South Africa
- Regulatory frameworks governing technikons
- The emergence of new institutions through the process of merger
- Cape Peninsula University of Technology (CPUT)
- Nelson Mandela Metropolitan University (NMMU)
- Cape Peninsula University of Technology (CPUT) (extracted from interview with Prof Andre van Graan ( ANNEXURE F)
- Durban University of Technology (DUT) (extracted from interview with Prof Debbie Whelan – ANNEXURE E )
- Tshwane University of Technology (TUT)
- Strategic focus and Curriculum Development
It is clear that all technical universities have chosen the Applied Design focus. 165 | P a g e Similarly, Cape Peninsula University of Technology (CPUT), created through the merger of Cape Technikon with Peninsula Technikon, has also chosen to adopt the BTech Applied Design stream from the former Cape Technikon. He emphasized the need for a collaborative learning environment that encourages interaction between students, but also between staff and students – the TUT plan form is testament to this.
