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Self-identity, rationalisation and cognitive dissonance in undergraduate architectural design learning

Published online by Cambridge University Press:  19 February 2010

Christine Bachman  and
Leonard Bachman
Christine Bachman
Affiliation:
The University of Houston-Downtown College of Humanities and Social Sciences, One Main Street, Houston, Texas 77002, USA, bachmanc@uhd.edu
Leonard Bachman
Affiliation:
The University of Houston-Central, 122 College of Architecture, Houston, Texas 77204-4000, USA, LBachman@UH.edu
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Extract

This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.

Type
education
Information
arq: Architectural Research Quarterly , Volume 13 , Issue 3-4 , December 2009 , pp. 315 - 321
Copyright
Copyright © Cambridge University Press 2009

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