BiographyStephen Temple is an Associate Professor and teaching in the Basic Design Sequence in the College of Architecture, Construction, and Planning at the University of Texas at San Antonio. With degrees in Architecture from Carnegie- Mellon University (1980) and The University of Texas at Austin (1993), Professor Temple teaches architectural design, beginning design, and aesthetics, and has established “making” as a principle foundation design experience. Prior to teaching he worked as a registered architect for 12 years in Texas, North Carolina, Pennsylvania, and Washington, DC. Professor Temple is the author of over 50 scholarly and creative works, mostly concerning beginning design pedagogy and learning theory. In 2005, Professor Temple hosted the 21st National Conference on the Beginning Design Student and serves on the Executive Board of the National Conference on the Beginning Design Student
Areas of Research / Professional Expertise
Professor Temple’s research concerns making as teaching pedagogy, beginning design education theory, architectural design theory, design process research, psychology of learning, philosophy of perception, visual perception, phenomenology, photography, workmanship, and design/build. His primary research studies philosophy, education psychology, and design process as a precursor to creative, aesthetic design thinking as a basis for teaching architectural design. A previous book, Making Thinking: Beginning Architectural Design Education (KendallHunt 2011) supports making as a primary design learning experience for architectural education. His recent book is Developing Creative Thinking in Beginning Design (Routledge 2018).
Photography; woodworking; furniture design; found object art
A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS
Published: Jan 29, 2019 by ArchNet Intenational Journal of Architectural Research
Authors: Stephen Temple
Subjects: Education, Built Environment
This paper develops beginning design learning experiences as the ground of patterns of later more abstracted learning experiences, recognizing experiential, biologically developmental relationships as basic to beginning design curriculum. This paper models beginning design pedagogy on relationships between concrete and abstract processes of learning as a basis for transforming creative thinking.