1st Edition
Learning through Making in Architectural Design Realizing Embodied Pedagogy
List of contributors
List of Figures
Preface and Acknowledgements
Introduction. The Student Beginning to Learn Design
Chapter 1. The Predicament of Beginning Design in Architecture Education
Chapter 2. Phenomenology and Embodiment as Precursors to Beginning Design
Chapter 3. The Experience of Abstraction in Beginning Design
Chapter 4. Making as the Point of Entry in Learning Design
Chapter 5. Pedagogical Case Studies – Making in Beginning Design
Case Study 1. Embodied Approach to Beginning Design
Stephen Temple
Chapter 6. Case Study 2. Design Village: An Embodied Beginning
Michael Lucas
Chapter 7. Case Study 3. Crafting Knowledge
Arief Setiawan
Chapter 8. Conclusion and Implications
Biography
Stephen Temple, Professor in the School of Architecture and Planning; University of Texas San Antonio, has degrees from Carnegie-Mellon (1980), University of Texas at Austin (1993), and 10 years in practice and hosted NCBDS (2005). Stephen teaches architectural design, beginning design, and aesthetic theory has over 100 scholarly publications with research investigating architectural design pedagogy and theory, psychology of learning, philosophy of perception, phenomenology, photography, and design/build. Two books, Making Thinking: Beginning Architectural Design Education (2011) and Developing Creative Thinking in Beginning Design (2019) support student self-development and creative thinking. His current scholarship investigates embodied strategies for learning architectural design.
“A useful review of the important principles behind doing and making as a key to facilitating learning, from John Dewey to Merleau-Ponty, illustrated with case studies where the principles have shaped beginning design projects that engage, energize, and transform students.”
Tim McGinty, AIA, retired and founder of the National Conference on Beginning Design Education (NCBDS) - now in its 42nd year.
"Stephen Temple's Learning through Making in Architectural Design: Realizing Embodied Pedagogy arrives as a long-overdue corrective to a century of abstraction-driven pedagogy. Drawing on phenomenology, developmental learning theory, and the transformative power of making, Temple argues persuasively that the beginning design student's embodied life-experience is not a starting obstacle to overcome but the very ground from which authentic design education must grow. This is a book I have long hoped someone would write; and no one was better positioned to write it than Professor Temple, whose years of teaching, research, and national engagement with beginning design education have uniquely prepared him for this task.
Temple's framing resonates deeply with the work many of us have been advancing for decades: that the 'beginner's mind' -- open, undefended, experientially alive -- is not a deficiency but an extraordinary pedagogical resource. His call to slow down the rush toward building design in order to cultivate the roots of embodied knowing aligns with approaches central to beginning design education. His engagement with Juhani Pallasmaa's vision of architectural education as authentic personal transformation -- that architecture must be 'confronted, experienced and internalized through personal encounter'-- gives that call exactly the pedagogical traction it deserves.
The book's particular authority also rests on the remarkable breadth and rigor of its intellectual foundations. Temple draws on an illustrious range of thinkers -- from William James and John Dewey to bell hooks and José Ortega y Gasset, alongside contemporary neuroscientists, developmental psychologists, and education theorists -- weaving their insights into a coherent and compelling argument for a more humanistic, embodied beginning design pedagogy.
This book is essential reading for anyone who teaches, or cares about, how the next generation of architects begins to find their way."
Julio Bermudez, Ph.D., Emeritus Professor of Architecture, The Catholic University of America; author of Spirituality in Architectural Education (CUA Press, 2023)
