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Against and for Method

Revisiting Architectural Design as Research

On the importance of methodology in teaching architectural design.

Can design processes constitute genuine forms of research? Against (and for) Method highlights exemplary cases of how studio architects teach architectural design, address pedagogical deficiencies, and propose new possibilities for integrating methodological approaches into teaching and practice. Contributions by leading scholars in the field, including interviews from five practicing architects, reveal how design concepts are considered, teased apart, and passed down. This book urges instructors to reflect on their methods and consider to what extent systematic and conceptually coherent approaches aid their students.
 

280 pages | 1 color plate, 4 halftones | 4 1/2 x 7

Architecture: Architecture--Criticism

Education: Philosophy of Education


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Table of Contents

Introduction
Jan Silberberger, postdoctoral researcher at the Department of Architecture, ETH Zurich

PART I – ACADEMIZING ARCHITECTURE

Design, Context and Profession: Multiple Manifestations of Research in Architecture

Monika Kurath, dean of research and faculty at the University of St. Gallen
Academic Research and the Architectural Design Studio
Johan De Walsche, professor of architectural research methods at the University of Antwerp
Tacit Knowledge and the Politics of Architectural Design Research
Bernhard Böhm, PhD researcher at the Department of Architecture, ETH Zurich

PART II – SYSTEMATIZING DESIGN

Decision-Making in the Face of Uncertainty: Encounters between Design and Science in the Post-war Period
Claudia Mareis, director of the Institute of Experimental Design and Media Cultures, FHNW Academy of Art and Design, Basel
Horst Rittel and the Discrete Identity of Design
Wolf Reuter, professor emeritus at the Faculty of Architecture and Urban Planning, University of Stuttgart

PART III – DESIGN AS RESEARCH

Can Scientific Research Be Designed?
Hans-Jörg Rheinberger, honorary professor at the Max Planck Institute for the History of Science, Berlin
Contemporary Studio Teaching in Europe: Towards a Theoretical Framework
Kim Helmersen, PhD researcher at the Department of Architecture, ETH Zurich

PART IV – KNOWLEDGE PRODUCTION IN THE DESIGN STUDIO

The New Studio: An Experiment in Mapping Controversies Experiment
Albena Yaneva, professor of architectural theory at the Faculty of Architecture, University of Manchester
Referencing in Architecture
Jan Silberberger, postdoctoral researcher at the Department of Architecture, ETH Zurich

PART V – REVIEW PRACTICE IN ARCHITECTURAL DESIGN

The Crit
Adam Jasper, postdoctoral researcher at the Department of Architecture, ETH Zurich
Jeremy Waterfield, student at the Department of Architecture, ETH Zurich
Amy Perkins, teaching assistant at the Department of Architecture, ETH Zurich
Reimagining the Crit
Jan Silberberger, postdoctoral researcher at the Department of Architecture, ETH Zurich

PART VI – METHODOLOGIES OF DESIGNING: PRACTITIONERS’ VIEWS

Oriented Towards Transparency and Comprehensibility
Dietmar Eberle, principal of be – Baumschlager Eberle Architekten, Lustenau
Objectivity and Rationality Without Neglecting the Subjective
Elli Mosayebi, co-principal of Edelaar Mosayebi Inderbitzin Architekten, Zurich
I’m Not a Rationalist but I Love Logic
Momoyo Kaijima, co-principal of Atelier Bow-Wow, Tokyo
Teaching from the Head, Not the Belly
Adam Caruso, co-principal of Caruso St John Architects, London
You Have to Know When to Stop
Anne Lacaton, co-principal of Lacaton & Vassal Architectes, Paris

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