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A post-structural analysis of the architectural education - technology relationship

Özersay, Fevzi (2004) A post-structural analysis of the architectural education - technology relationship. PhD thesis, University of Sheffield.

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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.

Item Type: Thesis (PhD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Architecture (Sheffield)
Identification Number/EthosID: uk.bl.ethos.397490
Depositing User: EThOS Import Sheffield
Date Deposited: 26 Apr 2013 15:03
Last Modified: 08 Aug 2013 08:52
URI: http://etheses.whiterose.ac.uk/id/eprint/3545

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