The master-apprentice relationship, which is accepted as one of the traditional educational understandings, is a method in which a person defined as an expert in his/her job is defined as a master and a person who is assumed to have no knowledge yet is defined as an apprentice. In this method, the experience-sharing area of the master and the apprentice is limited. Breaking this hierarchy is of great importance in contemporary learning approaches.
Published in Chapter:
The Hidden Ego-Centric Approach in Architectural Education
Bengi Yurtsever (Mugla Sitki Kocman University, Turkey)
Copyright: © 2023
|Pages: 22
DOI: 10.4018/978-1-6684-6376-5.ch007
Abstract
Although there is a questioning cycle about the problems in architectural education, it is experienced that there is a blockage in the qualitative gains of learning. At this point that one encounters the fact that the problem is addressed from a more fundamental point. Within the scope of the study, two main problems, defined as resistance points, were the focus. With this radical reading to be made in the context of the theme, it is aimed to deal with the problem of the current conditions in the concepts of “being in the centre,” and to conduct research in the interface of architecture-psychology-pedagogy-education. It is aimed to interpret an architectural education environment that can be evaluated within the framework of radical pedagogy. At the end of the study, a base was created for how architectural education can form the initial view of a deschooling process that can be interpreted within the scope of radical pedagogy. An architectural manifesto has been proposed, which can be discussed on definition, pedagogy, environment, number equivalence, and education and learning.