The Hidden Ego-Centric Approach in Architectural Education

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.