Publication
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Original article (peer-reviewed)
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Journal
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Charrette
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Volume (Issue)
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6(2)
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Page(s)
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95 - 105
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Title of proceedings
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Charrette
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Open Access
Abstract
Critiques (crits), which are a key form of interaction between teachers and students in the studio, are often reduced to static instances of a one-way knowledge transfer. Based on an ethnographic study of studio teaching at five leading European architecture schools, and referring to a concept of designing developed by design theorist Horst Rittel, the paper at hand discusses the rather passive role of students during crits as a shortcoming that has to be remediated for unlocking the full potential of the design studio approach.
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