Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397490
Title: A post-structural analysis of the architectural education-technology relationship
Author: Özersay, Fevzi
ISNI:       0000 0001 3462 2869
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2004
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This dissertation investigates how technology and architectural education relate to each other, in the broadest possible sense. What are the internal and external factors affecting our understanding and use of technology in architectural education? The aim of this thesis is to understand and relocate the concept of technology into architectural education ideologically. This relocation does not only handle the understanding of technology in relation to architectural education through a critical analysis, but also the way we understand and locate ourselves and our education in relation to technology, architectural profession and society. The mode of inquiry is a conceptual one. It is a philosophical undertaking / an investigation of the guiding principles, hidden rules of formations, layers of relationships and the fundamental aspects of technology and our knowledge of it. In this regard it provides the reader with a detailed account of the current relationship between architectural education and technology through a post- structural/critical analysis, which can lead to new understandings, new technologies and new educational practices with technologies. In other words it identifies the existing philosophy underlying the varying use of technology in architectural education, in order to be able to enable new ways of relating ourselves to the technologies we'll have in architectural education practice in the future. The main outcome is a revised philosophical understanding of technology in relation to architectural education through expanding, deepening and clarifying the relational space between architectural education and technology. Primary layers of social, secondary layers of architectural education and technological production, and the way discourses -practices function between the primary and secondary layers of relationships through discursive layers connecting them are some of the concepts dealt with while trying to define and explain the relationship between architectural education and technology.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.397490  DOI: Not available
Share: