Tracing Hegel’s Philosophy and Thoughts in Educational Styles of Architecture Design Studios

Tracing Hegel’s Philosophy and Thoughts in Educational Styles of Architecture Design Studios

This paper aims to trace the influences of Hegel’s philosophical thoughts and ideas on the architecture design studios’ activities. Hegel is a key figure in the modern history of philosophy that lived in the time of establishing Beaux Art on the skeleton of Academie d’Architecture. Despite the many developments in different areas of education, seemingly, there are still some common grounds between Hegelian philosophy and architecture design studio activities that need to be highlighted and criticized. Content analysis and storytelling based on the structured observation applied in this research to compare two foundations. The results reveal four connections between Hegelian philosophy and architecture design studio activities, including precedents studies and historical dialectic, learning by doing and self-consciousness, crits (critiques) and idealism, and master-apprentice and master-slave theories, respectively. The findings highlight that activities in architecture design studios regenerate through studios, which run based on traditions, disciplines, and styles under the influences of Hegel’s philosophy. In conclusion, while Hegelian thoughts spread through successor philosophers in phenomenology, hermeneutics, existentialism, Marxism, and structuralism, education in architecture design studios has continued without the regeneration of ideas.

___

  • Adaskina, N. (1992). The place of Vkhutemas in the Russian avant-garde. In G. Musium, The Great Utopia: The Russian and Soviot avant-garde 1915-1932 (pp. 284-293). New york: Guggeneim Musium.
  • Alerby, E. (2000). A Way of Visualising Children’s and Young People’s Thoughts about the Environment: a study of drawings. Environmental Education Research, 6(3), 205-222.
  • Anderson, N. M. (2014). Public Interest Design as Praxis. Journal of Architectural Education, 68(1), 16-27. doi:10.1080/10464883.2014.864896
  • Anthony, K. H. (2012). Design juries on trial: The renaissance of the design studio. Kathryn H. Anthony.
  • Armstrong, C. D. (2016). French architectural thought and the idea of Greece, eighteenth and nineteenth century French views on Greek architecture. In M. M. Miles, A companion to Greek architecture (pp. 487-508). New York: John Wiley & Sons, Inc.
  • Bakare, T. V. (2012). Effect of seating arrangement on methodology in adult education classes in Lagos, Nigeria: implication for knowledge creation and capacity building. Journal of Educational Review, 5(3), 307-314.
  • Benevolo, L. (1980). The History of the City (1st MIT Press ed edition ed.). The MIT Press.
  • Bokov, A. (2021). Avant-garde as method: Vkhutemas and the pedagogy of space, 1920–1930. Park Books.
  • Borchert, D. M. (2005). Encyclopedia of philosophy (2 ed.). Macmillan Reference.
  • Borden, I., & Ray, K. R. (2006). The dissertation: An architecture student’s handbook. (Second, Ed.) New York: Architectural Press, Elsevier.
  • Borden, I., & Ray, K. R. (2006). The Dissertation: An Architecture Student’s Handbook. (Second, Ed.) New York: Architectural Press, Elsevier.
  • Bourdieu, P. (1977). Outline of a theory of practice. (R. Nice, Trans.) Cambridge: Cambridge University Press.
  • Bristow, W. F. (2007). Hegel and the Transformation of Philosophical Critique . Oxford: Oxford Academic. Retrieved from https://doi.org/10.1093/acprof:oso/9780199290642.003.0006
  • Buck-Morss, S. (2000). Hegel and Haiti. Critical Inquiry, 26(4), 821–865. doi:10.1086/448993
  • Carey, S. (2000). The Origin of Concepts. Journal of Cognition and Development, 1, 37-41.
  • Carlhian, J. P. (1979). The Ecole Des Beaux Art: Modes and manners. Journal of Architecture Education , 33(2), 7-17.
  • Carmona, M. (2001). Housing design quality: through policy, guidance and review. London: Spon Press.
  • Ching, F. D. (1996). Architecture, form, space, order. New York: Architectural Press.
  • Ching, F. D. (1996). Architecture, Form, Space, Order. New York: Architectural Press.
  • Ching, F. D. (2010). Design drawing (2th ed.). New Jersey: John Wiley & Sons, Inc.
  • Ching, F. D. (2015). Architectural graphic (6 ed.). New York: Willy.
  • Ching, F. D. (2015). Architectural Graphic (6 ed.). New York: Willy.
  • Cho, J. Y., & Lee, E.-H. (2014). Reducing Confusion about Grounded Theory and Qualitative Content Analysis: Similarities and Differences. The Qualitative Report 2014 Volume 19, Article 64, 1-20, 64, 1-20.
  • Cikis , S., & Ek, F. I. (2010). Conceptualization by Visual and Verbal Representations: An Experience in an Architectural Design Studio. The Design Journal, 13(3), 329–354. doi:10.2752/146069210X12766130824975
  • Clark, R. H., & Pause, M. (1996). Precedents in architecture. New York: Van Nostrand Reinhold.
  • Cole, A. (2014). The Lord and the Bondsman. In A. Cole, The Birth of Theory (p. Chapter 3). Chicago: University of Chicago Press. doi:10.7208/chicago/9780226135564.003.0003
  • Craven, J. (2019, November 11). Discover the beauty of Beaux Arts: Exuberant and classical Architecture inspired by France. Retrieved July 15, 2021, from https://www.thoughtco.com/what-is-beaux-arts-architecture-178195
  • Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research. New York: Pearson.
  • Crosland, M. (1992). The French academy of sciences: As a patron of the medical sciences in the early nineteenth century. Cambridge University Press. doi:10.1017/CBO9780511563713
  • Cross, N. (2005). Engineering design methods: Strategies for product design. Chichester: John Wiley & Sons Ltd.
  • Crowe, N., & Laseau, P. (2011). Visual notes for architects and designers (2 ed.). Wiley.
  • Crowe, N., & Laseau, P. (2011). Visual Notes for Architects and Designers (2 ed.). New York: John & Sons Publisher.
  • Davey, R. L. (2013). The professional identity of teacher educators: Career on the cusp? . London: Routledge.
  • De Campos, C. I., Pitombo, C. S., Delhomme, P., & Quintanilha, J. A. (2020). Comparative Analysis of Data Reduction Techniques for Questionnaire Validation Using Self-reported Driver Behaviors. Journal of Safety Research, 73, 133-142.
  • Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring and coaching as instructional strategies. In D. Jonassen, Handbook of research in educational technology (pp. 813–828). Mahwah, NJ: Lawrence Erlbaum.
  • Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5 ed.). Los Angeles: SAGE Publications, Inc.
  • Derrida, J. (2013). Of Grammatology. Baltimore, Maryland: Johns Hopkins University Press.
  • D’Souza, N. (2007). Design Intelligences: A Case for Multiple Intelligences in Architectural Design. International Journal of Architectural Research, 1(2), 15-43.
  • DoF. (2014). Architecture Program Specification. Kigali : the University of Rwanda .
  • Doidge , C., Sara, R., & Parnell, R. (2000). The crit: an architecture student’s handbook. Oxford: Architectural Press.
  • Draper, J. (1977). The Ecole des Beaux-Arts and the architectural profession in the United States: The case of John Galen Howard. In S. Kostof, The architect (pp. 209–238). New York: Oxford University Press.
  • Drexler, A. (1975). The architecture of the Ecole des Beaux Arts. New York: The Museum of Modern Art.
  • Drisko, J. W., & Maschi, T. (2016). Content analysis. Oxford: Oxford University Press.
  • Dupre, L. (2004). The Enlightenment and the Intellectual Foundations of Modern Culture. New Haven: Yale University Press.
  • Dutton, T. A. (1991). Voices in architectural education: Cultural politics and pedagogy. New York, London: Bergin and Garvey.
  • Eddy, M. D. (2013). The Shape of Knowledge: Children and the Visual Culture of Literacy and Numeracy. Science in Context, 26(2), 215–245. doi:10.1017/s0269889713000045
  • Edwards, B. (2008). Understanding architecture through drawing (2 ed.). London: Routledge.
  • Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative Content Analysis: A Focus on Trustworthiness. SAGE Open, 2(1), 1-10.
  • Ertas, A., & Jones, J. C. (1996). The Engineering design process (2 ed.). New York: John Wiley & Sons.
  • Evans, D., Gruba, P., & Zobel, J. (2014). How to write a better thesis. London: Springer.
  • Ezzy, D. (2002). Qualitative Analysis: Practice and Innovation. Sydney: Allen & Unwin.
  • Fawcett, P. A. (2003). Architecture: design notebook (2 ed.). London: Architectural Press.
  • Fichte, J. G. (1993). Fichte: Early Philosophical Writings. (D. Breazeale, Trans.) Cornell University Press.
  • Fields, D. W. (2000). Architecture in black: Theory, space, and appearance. New York: Bloomsbury.
  • Fleischacker, S. (2013). What is Enlightenment? Kant’s Questions. New York: Routledge.
  • Foucault, M. (1972). The archaeology of knowledge. New York : Pantheon Books.
  • Foucault, M. (1980). Power knowledge. (C. Gordon, Trans.) The Harvester Press.
  • Foucault, M. (1995). Discipline and punish: The birth of the prison (2 ed.). (A. Sheridan, Trans.) New York: Vintage Books.
  • Frankfort-Nachmias, C., Nachmias, D., & DeWaard, J. (2014). Research Methods in the Social Sciences (8 ed.). New York: SAGE Publisher Ink.
  • Frayling, C. (1993). Research in Art and Design. Royal College of Art Research Paper, 1(1), 1-5.
  • French, J. S. (1983). Urban Space: A Brief History of the City Square. Dubuque, IA: Kendall/Hunt Publishing Company.
  • Fritzman, J. M. (2014). Hegel. Cambridge: Polity Press.
  • Galle, P. (1999). Design as intentional action: A conceptual analysis. Design Studies, 20(1), 63–64. .
  • Gamoran, A., Secada, W. G., & Marrett, C. B. (2000). The Organizational Context of Teaching and Learning. In M. T. Hallinan, Handbooks of Sociology and Social Research (pp. 37-63). Boston, MA: Springer.
  • Gardner, H., Kleiner, F., & Mamiya, C. J. (2004). Art through the Ages (17 ed.). Wadsworth Publishing.
  • Garric, J.‐P. (2017). The French Beaux‐Arts. In M. Bressani, & C. Contandriopoulos, The companions to the history of architecture, volume III, nineteenth century architecture, part I: Historicism, the Beaux‐Arts, and the Gothic (pp. 1-15). New York: John Wiley & Sons, Inc.
  • Ghonim, M., & Eweda, N. (2019). Instructors' perspectives on the pedagogy of architectural graduation projects: A qualitative study. Frontiers of Architectural Research, 8, 415–427. doi:10.1016/j.foar.2019.01.007
  • Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods. Thousand Oaks, CA: SAGE Publications, Inc. doi:10.4135/9781412963909
  • Goldman, A. I. (2006). Simulating of Minds: the philosophy, Psychology, and Neuroscience of Mindreading . New York: Oxford University Press.
  • Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4(2), 123-143.
  • Goldschmidt, G. (2002). One-on-One’: a pedagogic base for design instruction in the studio, in. In D. Durling, & J. Shackleton (Ed.), Common Ground - DRS International Conference (pp. 1-11). London: DRS International Conference. Retrieved from https://dl.designresearchsociety.org/drs-conference-papers/drs2002/researchpapers/
  • Goldschmidt, G. (2004). Design representation: Private process, public image. In G. Goldschmidt , & W. L. Porter (Eds.), Design Representation (pp. 203–217). London: Springer.
  • Gomez, A. P. (2003). Hermeneutics as architectural discourse. Singapore: Department of Architecture, National University of Singapore.
  • Griffin, A. (2022). The rise of academic architectural education: The origins and enduring influence of the Acadâemie d’architecture. New York: Routledge.
  • Groat, L., & Wang, D. (2002). Architectural research methods. New York: John Wiley & Sons INC.
  • Groat, L., & Wang, D. (2002). Architectural Research Methods. New York: John Wiley & Sons INC.
  • Gron, A. (2009). Introduction: Hegel, history and the Hegelian legacy.
  • Habitat III. (2007). New Urban Agenda. United Nation. Retrieved from www.habitat3.org
  • Hancock, J. (1995). The interpretive turn: Radical hermeneutics and the work of architecture. ACSA Annual Meeting History Theory Criticism, (pp. 183-188). New York.
  • Hansen, E. (2009). The Hegelian notion of progress and Its applicability in critical philosophy. In A. Gron, M. Raffnsoe-Moller , & A. Sorense, Dialectics, self-consciousness, and recognition: The Hegelian legacy (pp. 201-227). Malmo: NSU Press.
  • Hardimon, M. O. (1994). Hegel’s social philosophy: The project of reconciliation. Cambridge: Cambridge University Press.
  • Hartley, J. (2014). Some Thoughts on Likert-type Scales. International Journal of Clinical and Health Psychology , 14(1), 83-86.
  • Hegel , G. W. (2011). Lectures on the philosophy of history. (R. Alvarado, Trans.) WordBridge Publishing.
  • Hegel, G. W. (1991). The Encyclopedia Logic: Part I of the Encyclopedia of Philosophical Sciences with the Zusätze. (W. A. Suchting, T. F. Geraets, & H. H. Harris, Trans.)
  • Hegel, G. W. (2018). The Phenomenology of Spirit. (T. Pinkard, Trans.) Cambridge: Cambridge University Press.
  • Hemyari, C., Zomorodian, K., Ahrari, I., Tavana, S., Parva, M., Pakshir, K., . . . Sahraian, A. (2013). The mutual impact of personality traits on seating preference and educational achievement. European Journal of Psychological Education, 28, 863–877.
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn. Educational Psychology Review, 16(3).
  • Hotson, H. (2007). Commonplace Learning: Ramism and Its German Ramifications 1543–1630. Oxford: Oxford University Press.
  • Huertas-Delgado, F. J., Garcia, M. J., Van Dyck, D., & Chillon, P. (2019). A Questionnaire to Assess Parental perception of Barriers towards Active Commuting to School (PABACS): Reliability and validity. Journal of Transport and Health, 12, 97-104.
  • Inwood, M. (1999). A Hegel Dictionary. Blackwell Publishers Inc.
  • Jencks, C. (2002). The new paradigm in architecture: The language of postmodernism. New Haven, Connecticut: Yale University Press.
  • Jencks, C. (2011). The story of post-modernsim: Five decades of the ironic, iconic and critical in architecture. Sussex: John Wiley & Sons Ltd.
  • Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7(4), 396-403.
  • Karatani, K. (1995). Architecture as metaphor: Language, number, money. Cambridge, Massachusetts: The MIT Press.
  • Kostof, S. (1995). A History of Architecture: Settings and Rituals (2 ed.). New York: OUP. Krapfl, J. E. (2016). Behaviorism and society. The Behavior Analyst, 39, 123–129. doi:10.1007/s40614-016-0063-8
  • Krippendorff, K. H. (2003). Content analysis: An introduction to its methodology (2 ed.). New York: Sage Publications.
  • Krippendorff, K. H. (2003). Content Analysis: An Introduction to Its Methodology (2nd edition ed.). New York: Sage Publications, Inc.
  • Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: Chicago Press.
  • Labaree, D. F. (2008). An uneasy relationship: The history of teacher education in the university. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers, Handbook of research on teacher education: Enduring questions in changing contexts (pp. 290–306). New York: Routledge & Association of Teacher Educators.
  • Lang, J. (1987). Creating Architectural Theory: The Role of the Behavioral Sciences in Environmental Design. New York: Van Nostrand Reinhold.
  • Lang, J. (2005). Urban design: A typology of procedures and products. London : Architectural Press.
  • Langford, J., & McDonagh, D. (2003). Focus Groups: Supporting Effective Product Development. London: Taylor & Francis.
  • Laseau, P. (2000). Graphic thinking for architects and designers (3 ed.). New York: Wiley.
  • Laseau, P. (2001). Graphic Thinking for Architects and Designers (3th ed.). New York: Wiley.
  • Lawson, B. (2004). What Designers Know. Oxford: Architectural Press.
  • Lawson, B. (2005). How designers think: The design process demystified (4 ed.). Oxford: Oxford Press.
  • Lawson, B. (2005). How Designers Think: The Design Process Demystified (4 ed.). Oxford: Oxford Press.
  • LeCompte, M. D., Dorothy, E., & Aguilera-Black, B. (2012). Revisiting reliability and validity in higher education research and program evaluation. In C. Secolsky, & B. D. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education (pp. 612-636). New York: Routledge.
  • Lee, S. W. (2005). Encyclopedia of school psychology. Thousand Oaks, California: Sage Publications.
  • Lerner, F. (2005). Foundations for design education: Continuing the Bauhaus Vorkurs vision. Studies in Art Education, 46(3), 211-226. doi:10.1080/00393541.2005.11650075
  • Li, Q. (2013). A Novel Likert Scale Based on Fuzzy sets Theory. Expert System with Application , 40(5), 1906-1618.
  • Littmann, W. (2000). Assault on the Ecole: Student campaigns against the Beaux Arts, 1925–1950. Journal of Architectural Education, 53(3), 159–166.
  • Lupton, E. J., & Miller, A. (1993). The ABC’s of triangle, square, circle: The Bauhaus and design theory. New York: Princeton Architectural Press.
  • Madanipour, A. (1996). Design of Urban Space: an inquiry into a socio-spatial processes. London: Willy.
  • Madanovic, M. (2018). Persisting Beaux-Arts practices in architectural education: History and theory teaching at the Auckland school of architecture, 1927–1969. Interstices Auckland School Centenary Special Issues, 9-24.
  • Madanovic, M. (2018). Persisting Beaux-Arts Practices in Architectural Education: History and Theory Teaching at the Auckland School of Architecture, 1927–1969. Interstices Auckland School Centenary Special Issue, 9-24.
  • Magee, G. A. (2010). The Hegel Dictionary. New York: Continuum International Publishing Group.
  • Mauch, J., & Park, N. (2003). Guide to the Successful Thesis and Dissertation: A Handbook for Students and Faculty. New York: Marcel Dekker, Inc.
  • Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2).
  • Mayring, P. (2000). Qualitative Content Analysis. Forum: Qualitative Social Research, 1(2).
  • Mindrup, M. (2014). Translations of material to technology in Bauhaus architecture. Wolkenkuckucksheim Internationale Zeitschrift zur Theorie der Architektur, 19(33), 161-172. Retrieved from cloud-cuckoo.net/fileadmin/issues_en/issue_33/article_mindrup.pdf
  • Moretti, F., Van Vliet, F., Bensing,, L., Deledda, J., Mazzi, G., Rimondini, M., . . . Fletcher, I. (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420-428.
  • Morris, A. E. (1979). History of the urban form. London: George Godwin Limited.
  • Mugerauer, R. (1995). Interpreting environments: Tradition, deconstruction, hermeneutics. Texas: University of Texas. Mugerauer, R. (1995). Interpreting Environments: Tradition, Deconstruction, Hermeneutics. Texas: University of Texas.
  • Mugerauer, R. (2014). Interpreting Nature: the Emerging Field of Environmental Hermeneutics. Robert: Fordham University Press.
  • Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education. 21(2), 125–142.
  • Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995–2004. Teaching and Teacher Education, 24(1), 225–239.
  • Neuman, L. W. (2006). Social research methods: Qualitative and quantitative approaches. New York: Pearson Education.
  • Neuman, W. L. (2006). Social Research Methods: Qualitative and Quantitative Approaches. London: Pearson Education, Ink, Fifth Edition.
  • Neveu, M. J. (2009). Studia l studio. 97th ACSA Annual Meeting Proceedings, The Value of Design (pp. 21-26). ACSA.
  • Nichols, S., & Stich, S. P. (2003). Mindreading: an integrated account of pretence, self-awareness, and understanding other minds. London: Oxford University Press.
  • Niezabitowska, E. D. (2018). Research methods and techniques in architecture. New York: Routledge.
  • Niezabitowska, E. D. (2018). Research Methods and Techniques in Architecture (1st Edition ed.). New York: Routledge.
  • Norberg-Schulz, C. (2019). Genius loci: towards a phenomenology of architecture (1979). , 8, 31. In Historic Cities: Issues in Urban Conservation (pp. 2-31). Los Angeles: The Getty Conservation Institute.
  • Owen, G. (2009). The thesis on the table: Research, pedagogy and identity. 97th ACSA Annual Meeting Proceedings, The Value of Design (pp. 674-680). ACSA.
  • Palmer, E. R. (1969). Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Northwestern University Press .
  • Pinkard, T. (2000). Hegel: A Biography. Cambridge: Cambridge University Press.
  • Pippin, R. B. (2010). Hegel on self-consciousness: Desire and death in the phenomenology of spirit. New Jersey: Princeton University Press.
  • Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons and research bases. Journal of Engineering. Education, 95(2), 123–138.
  • Proudfoot, P. R. (2000). Structuralism, phenomenology and hermeneutics in architectural education. International Journal of Architectural Theory, 2, 1-17.
  • RIBA. (2014). Architects and research-based knowledge: A literature review. London: Royal Institute of British Architects.
  • Roche, D. (2000). France in the Enlightenment. (A. Goldhammer, Trans.) Cambridge: Harvard University Press .
  • Rockmore, T. (1997). Cognition: An introduction to Hegel's phenomenology of spirit. Berkeley: University of California Press.
  • Santrock, J. (2011). Educational psychology. New York: The McGraw-Hill Companies.
  • Sarkar, P., & Chakrabarti, A. (2011). Assessing design creativity. Des Stud, 32, 348–383.
  • Schmidt, J. (1996). What is Enlightenment? Eighteenth-Century Answers and Twentieth-Century Questions. Berkeley, CA: University of California Press.
  • Schon, D. A. (1984). The architectural studio as an exemplar of education for reflection-in-action. Journal of Architecture Education, 38, 2-9.
  • Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Publishers. Schreier, M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: SAGE.
  • Seamon, D. (2015). Hermeneutics and architecture: Buildings-in-themselves and interpretive trustworthiness. In B. Janz, Hermeneutics, Space, and Place (pp. 1-13). Springer.
  • Seifert, K., & Sutton, R. (2009). Educational psychology. Zurich, Switzerland: The Global Text Project.
  • Sekerci, M. F. (2017). Hegel’s master-slave dialectic and the relationship between god and believer. Bilgi, 34, 148-160.
  • Silverman, D. (2004). Qualitative Research: Theory, Method and Practice. New York: SAGE Publications Ltd.
  • Silverman, D. (2010). Doing qualitative research. New York: SAGE Publisher.
  • Simone, A. (2004). People as Infrastructure: Intersecting Fragments in Johannesburg. Public Culture , 16(3), 407–429.
  • Sinnerbrink, R. (2007). Understanding Hegelianism. Stocksfield: Acumen Publishing Limited.
  • Smith, S. B. (1987). Hegel's Idea of a Critical Theory. Political Theory, 15(1), 99-126.
  • Solomon, R. C. (1983). In the spirit of Hegel: A study of G. W. E Hegel's phenomenology of spirit. New York: Oxford University Press.
  • Stern, R. (2002). Hegel and the 'Phenomenology of Spirit'. Routledge.
  • Sternberg, R. J., & Lubart, T. (1999). The concept of creativity: prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge: Cambridge University Press.
  • Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teaching and Teacher Education, 26(8), 1495–1510.
  • Tafahomi, R. (2021a). Insight into a personalized procedure of design in concept generation by the students in architecture thesis projects. Journal of Design Studio, 3(1), 5-18. doi:10.46474/jds.910234
  • Tafahomi, R. (2021b). An attempt to fill the gap between the architectural studies and conceptualization in architectural thesis design studio. Journal of Design Studio, 3(2), 175-190. doi:10.46474/jds.1012778
  • Tafahomi, R. (2021b). The behavioral patterns of the student in the position of peer-jury in landscape design studio. EDUCATUM – Journal of Social Science, 7(2), 57-65. doi:10.37134/ejoss.vol7.2.6.2021
  • Tafahomi, R. (2021c). Learning activities of the students in peer-jury practices in the architecture design studio. AKSARA: Jurnal Ilmu Pendidikan Nonformal, 7(3), 795-814. doi:10.37905/aksara.7.3.795-814
  • Tafahomi, R. (2022a). Insight into research dilemma in design studios and relationships with the architecture curriculum. Journal of Design Studio, 4(1), 93-112. doi:10.46474/jds.1102633
  • Tafahomi, R. (2022b). Developing a design framework to methodize the architecture thesis projects with emphasis on programming and conceptualization processes. Journal of Design Studio, 4(2), 139-161. doi:10.46474/jds.1176700
  • Tafahomi, R., & Nadi, R. (2020). Derivation of a design solution for the conservation of a historical Payab in the redevelopment of Doloeei, Gonabad. International Journal of Built Environment and Sustainability, 7(1), 1-9. doi:10.11113/ijbes.v7.n1.407
  • Tafahomi, R., & Nadi, R. (2021). The transformative characteristics of public spaces in unplanned settlements. A|Z ITU Journal of the Faculty of Architecture, 18(2), 285-300. doi:10.5505/itujfa.2021.14892
  • Tafahomi, R., & Nadi, R. (2021b). The interpretation of graphical features applied to mapping SWOT by the architecture students in the design studio. Journal of Design Studio, 3(2), 205-221. doi:10.46474/jds.1019310
  • Taura, T., & Nagai, Y. (2013). Concept generation for design creativity (Vol. 8). London: Springer. doi:10.1007/978-1
  • Taura, T., & Nagai, Y. (2013). Concept Generation for Design Creativity (Vol. 8). London: Springer. doi:10.1007/978-1
  • Trancik, R. (1986). Finding lost space: Theories of urban design. New York: Van Nostrand Reinhold.
  • Tschumi, B. (1996). Architecture and Disjunction. MIT Press.
  • Tschumi, B. (2014). Notations: Diagrams and sequences. New York: Artifice Books on Architecture.
  • Tubbs, N. (1996). Hegel's educational theory and practice. British Journal of Educational Studies, 44(2), 181-199.
  • Tubbs, N. (2015). Hegel and Philosophy of Education. In M. Peters, Encyclopedia of Educational Philosophy and Theory (pp. 1-5). Singapore: Springer. Retrieved from https://doi.org/10.1007/978-981-287-532-7_328-1
  • Ullman, D. G. (1994). The Mechanical Design Process. Boston: McGraw Hill.
  • UR, t. U. (2017). Guideline on the Project-based Learning Approach. Kigali: the University of Rwanda.
  • Van Bakel, A. P. (1995). Styles of architectural designing : empirical research on working styles and personality dispositions. Eindhoven: Technische Universiteit Eindhoven. doi:10.6100/IR437596
  • Vargas-Hernandez, N., Shar, J. J., & Smith, S. M. (2010). Understanding design ideation mechanisms through multilevel aligned empirical studies. Des Stud, 31, 382–410. doi:10.1016/j.destud.2010.04.001
  • Wang , D., & Ilhan, A. O. (2009). Holding creativity together: A sociological theory of the design professions. Design Issues, 25(1), 5-21. Retrieved from https://www.jstor.org/stable/20627790
  • Wang, D. (2009). Kuhn on architectural style. arq, 13(1), 49-57.
  • Webster, H. (2008). Architectural education after Schön: Cracks, blurs, boundaries and beyond. Journal for Education in the Built Environment, 3(2), 63-74. doi:10.11120/jebe.2008.03020063
  • Weisberg, R. W. (1993). Creativity: beyond the myth of genius. New York: WH Freeman and Co.
  • Williams, M., & Robert, L. B. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
  • Woolfolk, A. (2016). Educational psychology. Boston: Pearson.
  • Wright, G. B. (2011). Student-Centered Learning in Higher Education. International Journal of Teaching and Learning in Higher Education, 23(3), 93-94.
  • Xi, L., Yuan, Z., YunQui, B., & Chiang, F.-K. (2017). An Investigation of University Students’ Classroom Seating Choices. Journal of Learning Spaces, 6(3), 13-22.
  • Yang, Z., Becerik-Gerber, B., & Mino, L. (2013). A study on student perceptions of higher education classrooms: impact of classroom attributes on student satisfaction and performance. Building & Environment, 70(15), 171-188.
  • Zizek, S. (2006, November 10). Why Only an Atheist Can Believe: Politics Between Fear and Trembling. Calvin University. Michigan. Retrieved 03 11, 2023, from https://www.youtube.com/watch?v=ql80Klk4pSU
  • Zizek, S. (2007). How to read Lacan. New York: W W. Norton & Company, Inc.