Sep 2026· International Journal of Art & Design Education· 0 citations· 17 references
Abstract
Architectural education faces mounting pressure to rethink its pedagogies in response to technological, environmental and social change. Inspired by Allan Kaprow's concept of the ‘un‐artist’ (1971), this article introduces the
un‐architect
as a transdisciplinary, reflexive practitioner who resists institutional hierarchy, values process over product and treats architecture as civic practice. Drawing on historical and contemporary shifts in pedagogy, and through theoretical analysis and selected case studies, the article argues that architectural education must move beyond specialisation and commodified knowledge towards integrative, ethically grounded learning centred on community engagement, ecological responsibility and participatory design. It calls for a redefinition of architectural education as a space of critical inquiry and shared authorship—where learning is co‐creation rather than instruction—and positions the un‐architect as a position for cultivating adaptability, creativity and social consciousness indispensable for navigating the complexities of 21st‐century practice.
This study examines how students in a faculty of architecture develop environmental awareness through sustained engagement with the multi-layered historic and ecological setting of a place. It explores how the city’s complex historical fabric functions as an active pedagogical agent, moving beyond abstract instructio...
Betül Toy· Australian Journal of Enviro...· 0 citations
This thesis proposes an alternative pedagogical model for foundational architectural design studios in Thailand. It seeks to shift early design education away from rote technical skill acquisition and the metaphor-based approaches prevalent in university admission examinations, advocating instead for an ontological exp...
Business schools increasingly operate within conditions marked by planetary instability and social tension, yet management education remains shaped by growth‐oriented and anthropocentric assumptions. Although Responsible Management Education (RME) has expanded in response to these challenges, a persistent knowing‐doi...
Elda Nasho Ah‐Pine· Business Ethics, the Environ...· 0 citations
This paper presents a new live art methodology for secondary education art classrooms, designed and tested through action research. This research investigated how pedagogical elements of live art, an embodied art practice not yet included in the secondary art curriculum, contribute to young people's development. It e...
Laurence Dubé-Rushby· International Journal of Art...· 0 citations
How innovation discourse in classrooms is simultaneously emancipatory and constraining is revealed, offering practitioners, policymakers, and educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
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