Austerlitz< N. & I. Aravot, 2000, Rethinking the education of landscape architects: emotional phenomena in the student – instructor relationship, in: ECLAS (Aničić, B.), ‘Landscape of the future: the future of landscape architecture education’, Department of Landscape Architecture, Zagreb
- Author : Austerlitz< N. & I. Aravot
- Year : 2000
- Published in Book : Landscape of the future: the future of landscape architecture education
- Pages : 179-185
- Abstract in English : According to Donald Schon, the studio is not only the axis of architectural and landscape -
architectural education, but also a paradigmatic model for the future education of other professions.
The primary method that is used to educate landscape architects and architects in the studio is the
‘desk critic’. Existing research shows that this method has a complex and ambiguous nature, which is
intensified due to the uniqueness inherent in the design problems and the creative process. One of the
factors that can affect the educational process of the ‘desk critic’ is the relationship between the
instructor and the student, particularly its emotional dimensions.
We found the existing research rich with descriptions of emotions as part of the dynamic between
student and instructor. Also in preliminary interviews we conducted with students and former students,
we found that they perceive the emotional experience of the studio as very influential to their own
education. Yet this area was largely neglected in architectural education research.
Our research is in this area and we believe it to be at least as important as other areas for
understanding the nature of the studio pedagogy. Since there is almost no existing research of
emotional phenomena in the studio we find it important to begin our research with a general
description and typology. For this purpose we need a research model, preferably an existing one,
which can be adopted and accommodated to our needs. We find the general model of emotions,
suggested by aaron Ben Ze’ev, a good starting point in our investigation since it is applicable for this
assignment and has a good system of categorization for analyzing emotional phenomena. We hope that
this research will contribute to the creation of a strong foundation for in-depth future research that will
help us to better understand and improve architectural education.