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首页> 外文会议>International Technology,Education and Development Conference >(1404)NATIONAL DEVELOPMENTAL AGENDA ON ARCHITECTURESTUDENTS' LEARNING DIARIES: AN EXPERIENTIAL LEARNINGAPPROACH
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(1404)NATIONAL DEVELOPMENTAL AGENDA ON ARCHITECTURESTUDENTS' LEARNING DIARIES: AN EXPERIENTIAL LEARNINGAPPROACH

机译：（1404）建筑学生学习日记的国家发展议程：一种体验学习方法

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According to the World Bank 2008, the informal inhabitants present 65.6 % of Cairopopulation that is equal to 10.5 of 16.2 million inhabitants. Despite plentiful governmentalefforts for three decades, and in response to the millennium goals, community participationwas sought as a key towards solution. However, most inhabitants refuse to leave theirsettlements, reject proposed rehabilitation projects, and vandalise urban developmentprojects proposed! It is argued that this failure is due to one major factor, which is the"exclusion" of the informal settlements and their inhabitants. It is argued that the urbanremaking of Cairo is taking place at the expenses of excluding the mass of the “unwantedinformals” …Several questions are evoked here;how can we, as educators, contribute toresponsibilities required to developing informal areas? How can we exploit the credibility ofthe design education in meeting the enormous ethical and intellectual challenge ofcommunity development of informal settlements? What are the objectives, the content andthe methodologies of such education to allow future architects meet their expected roles?From retrospection, Aristotle, Piaget and Dewey, then Kolb, and lately Honey and Mumfordagreed on the liability of Experiential Learning as the process of making meaning fromdirect experience. As a personal response, and over ten years of study and practice ofarchitectural education, features of a new educational paradigm are being formed alongfour years of a total five years of architectural education. Those courses are: HumanFactors in Design, Design Methods and Research, Socio-Behavioural Studies inArchitecture and Urban Design, and Participatory Design Theories and Techniques.Linking the courses with the issue of informal settlements in Cairo, and bridging the gap ofclass polarisation were the pivots of my hidden curriculum that was structured on: firstly,developing a scientific understanding of a human association within its true setting.Secondly, engaging students with informal community in true action research. Thirdly,predicting and analysing the trilogy of culture as user groups, behavioural patterns andphysical settings in forming a culture of place. Fourthly, endorsing the role of the architectas facilitator and urban development through participation.The aim of this paper is to introduce a model of Environmental Behavioural Studies inundergraduate architectural education through an Experiential Learning Approach. Itsmethodology is based on a theoretical foundation, exploring aspects of experientiallearning. Then a practical part analyses the mentioned series of Environmental-Behavioural-Studies courses that are devised based on an experiential learning approach.Evaluation of the model and discussion of the findings are expected to enrich thearchitectural education talk on two levels;the first is the mission of architectural educationin response to the millennium goals regarding informal settlements, and the second is thedirect contribution of Egyptian schools of architecture in the national developmentalagendas regarding Cairo's informal settlements.
机译：根据世界银行2008年，非正式居民介绍了65.6％的公民划算量，等于1620万居民的10.5。尽管有三十年的政府政府脱口所，而且回应千年目标，社区参与要求作为解决方案的关键。但是，大多数居民拒绝离开他们的遗产，拒绝拟议的康复项目，并破坏城市发展商品提议！有人认为，这种失败是由于一个主要因素，这是非正式定居点和居民的“排除”。有人认为，开罗的UrbanRemake拍摄于不包括“不需要的inforp形式”的群众的费用，这里有几个问题;我们如何作为教育工作者，为发展非正式区域提供争夺武装款项？我们如何利用设计教育的可信度，以满足非正式定居点的巨大伦理和智力挑战？这些教育的目标，内容和方法是什么，允许未来的建筑师符合其预期的角色？从回顾，亚里士多德，皮卡和杜威，那么Kolb，以及最近蜂蜜和莫福德·体育学习的责任作为制作意义的过程源于二维经验。作为个人反应，且十年多年的建筑教育学习和实践，新的教育范式的特征是在建筑教育中共有五年的年度形成的。这些课程是：设计，设计方法和研究，社会行为研究的人类，社会行为研究，以及参与式设计理论和技术。与开罗的非正式定居点的问题进行了思考，桥接围绕围绕的差距是枢轴我隐藏的课程是由所结构的：首先，在其真实的环境中制定对人类协会的科学了解。首先，在真正的行动研究中吸引学生。第三，预测和分析培养的三部曲作为用户群，行为模式在形成培养方面的性能和物理设置。第四，通过参与核可了建筑师协调人和城市发展的作用。本文的目的是通过经验学习方法引入未来的环境行为研究模式。它的方法是基于理论基础，探索体验的方面。然后实际部分分析了根据经验学习方法设计的提到的一系列环境行为研究课程。预计该研究结果的模型和讨论将丰富攻击性教育谈判两级;第一个是使命作者：王莹，建筑教育对非正式定居点千年目标的回应，第二个是埃及建筑学学校在国家发展方面的贡献，关于开罗的开罗的非正式定居点。

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