Akademik Veri Yönetim Sistemi
PERIODICA POLYTECHNICA. ARCHITECTURE, cilt.52, sa.1, ss.66-74, 2021 (Hakemli Dergi)
Architectural education encompasses different approaches from past to present; it is continuously researched and is both vocational and personality training. An updated manifesto for the current era is essential to ensure that the design approaches and tools updated by the boundless opportunities presented by the 21st century do not overwhelm the proven principles from the past. In the early 21stcenturArchitectural education encompasses different approaches from past to present; it is continuously researched and is both vocational and personality training. An updated manifesto for the current era is essential to ensure that the design approaches and tools updated by the boundless opportunities presented by the 21st century do not overwhelm the proven principles from the past. In the early 21stcentury, the restructuring process of architectural education is being reawakened through unique education approaches. The studio that constitutes the backbone of design education must also produce the manifesto. Manifesto principles that express the approaches related to the stages and are fictionalised through binary propositions need to provide a paradigm that exceeds a linear process for the studio environment. The proposition for all actors of the design process and learning programmes is based on an independent configuration in which studios focus on learners. Manifestos need to be renewed as long as the epoch is flourishing, while concerns about the internalisation of design knowledge and ways of thinking, skills, and experiences exist. The present manifesto is also a future building block. To rest studio manifestos on a joint manifesto similar to one proposed in this text, because of renewed and diversified practices, it is necessary to maintain an architectural education that does not lose itself and people within the universe of infinite possibilities.y, the restructuring process of architectural education is being reawakened through unique education approaches. The studio that constitutes the backbone of design education must also produce the manifesto. Manifesto principles that express the approaches related to the stages and are fictionalised through binary propositions need to provide a paradigm that exceeds a linear process for the studio environment. The proposition for all actors of the design process and learning programmes is based on an independent configuration in which studios focus on learners. Manifestos need to be renewed as long as the epoch is flourishing, while concerns about the internalisation of design knowledge and ways of thinking, skills, and experiences exist. The present manifesto is also a future building block. To rest studio manifestos on a joint manifesto similar to one proposed in this text, because of renewed and diversified practices, it is necessary to maintain an architectural education that does not lose itself and people within the universe of infinite possibilities.