Özet:

While there has been a growing number of attempts, since late 1980`s, to bring pressing questions of cultural relevance into architectural education, from issues of globalization and sustainability to philosophical discussions of socio-symbolic values and cultural mobility, the architectural design studio, the pedagogical core of architectural education, is still mostly formulated and conducted on the basis of a traditional pragmatic model of making buildings with a given set of parameters. Seemingly going beyond architecture as making buildings as a determination of form and perception, the attempts to weave architectural education into a broader cultural sphere usually fall back onto another way of making buildings, this time under other parameters than just form and perception, but actually without questioning the traditional modalities of place, program, occupation, or structure. From one extreme of Gestalt geometries and phenomenological fundamentalism to the newly emerging techno-scientific determinism, the commonsense understanding of buildings as responders to psychological / environmental / social givens form the underlying operational structure of the traditional architectural studio. While architecture is inevitably tied to other cultural constructs, the traditional studio setting falls short of addressing these other cultural constructs as themselves narrative structures and runs the risk of overlooking the inherent modal bond between architectural making and narrative construction. In what follows, I argue for a narrative modality for architectural studio education that levels architectural work with other cultural work in the making of our reality, rather than taking these as givens, and is formed around a hermeneutic exchange between various cultural experiences in the making of architecture. My presentation uses an architectural design studio conducted under these premises as a case study and critically presents the outcome of this studio as a model for an architectural education that is more responsive to representing our historical reality as it is constructed and re-constructed through cultural dialogue.

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