Professional Documents
Culture Documents
Special Volume: Design Education: Explorations and Prospects for a Better Built Environment
Ashraf M. Salama and Michael J. Crosbie (editors)
Beatriz C. Maturana
Architectural education, reality, experience, maturity, This is not to say that there are no other ways to
engagement. go about improving ADS’ engagement with the
real world, but for now, this is perhaps one of the
most measurable and attainable.
Introduction
Assessing ADS against the reality of practice Aspects that replicate the reality of architectural
is not without contention. Some would argue practice, or more specifically the criteria used in
against emulating the reality of practice in a typical design brief, can be and to a degree
ADS, believing that practice diminishes the are perceived as built-in to speculative ADS
opportunity of creative freedom (1). Others exercises. Indeed, most ADS handouts contain
consider that the aims of practice contradict at least some of these criteria—for example,
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client, site, cost, or budget. Inquiring into the analysed, particularly from those cases offering
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research data from the perspective of the thick descriptions (9). One of these key terms
processes typically undertaken by an “average” involves attitudes, broadly grouped around the
architectural practice provides an agreed-upon idea of “maturity.”
process of gathering information that assists to
define a design brief. This information is generated Experience, judgment, and “maturity”: I use these
by and within the “culture” of architectural first two terms to refer to important aspects that
practitioners. Thus, by exploring and evaluating assist us to understand reality and consequently
how ADS handouts engage or dismiss aspects of facilitate the process of maturity (personal and
the brief, this study highlights the benefits that this societal)(10). For instance, awareness of reality
specific form of engagement with the real world through the development of objectivity, “the
of practice could offer to students. faculty to see the world, nature, other persons
and oneself as they are, and not distorted by
desires and fears, (11)” was essential to Erich
Data, Methods, and Nomenclature Fromm in the achievement of maturity—or
The study is based on 145 ADS documents sanity, as he would define it. Others, using terms
contributed by three Australian architectural such as experience, the practical side of life,
faculties from the University of New South “field of care,” engagement and judgement,
Wales (UNSW), University of Tasmania (UTas) have gone further to discuss notions of maturity
and The University of Melbourne (UoM), from in architectural education (12).
the states of New South Wales, Tasmania and
Victoria, respectively. The three faculties are The main data used for this research comprise
representative of what I have called traditional subject outlines and design studio handouts or SD
universities, meaning that these are public and are (used to describe the specific design studio offered
some of the oldest universities in their respective by the studio coordinator and/or tutor). Handouts
region (8). It is not the aim of this research to offer a significant opportunity to succinctly explain
focus on evaluating the differences between ADS projects to students—including intentions
these three universities. I have called “theme” and recommended approaches. In a manner
the sum of most of the content included in the that selects what is considered essential by each
document or case, which encompasses the ADS, these documents offer a snap-shot of an
problem(s) selected and explored by the studio, important phase in ADS, one that establishes
and expectations and recommendations of the what is to be done for the rest of the semester.
subject coordinator, tutor, or studio leader—all It is understood that while studio handouts and
of whom will be referred to in this research as descriptions are essential documents in ADS,
“tutor.” Other important elements, such as these do not constitute all the written information
ADS pedagogy and ADS physical learning offered to the students throughout the semester.
environments, are not explored here. Nevertheless, these are chosen because they set
the scope for the semester’s work, which in many
Some key terms have emerged from the cases form the basis for the students’ selection
bibliographic material and from the data of a particular ADS (13). While the length of
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Examples: * Note: because of the type of information contained in “RF” documents, these have
OL.3.B.06-2.Fb not been used in all analyses.
EX.1.B.03-5.Fa ** To maintain the anonymity of the participating faculties, names of places and/or
organisations in selected quotes have been replaced with a “XXX”.
Table 1: Cases are identified by using the following nomenclature. (Source: Author).
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forms of engagement with reality. For example the AACA and the AIA as the “Human, social,
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SD.4A.05-1.Fb (7/5), where 7 (max. score is 10), environmental, and contextual issues are
refers to the “reality of architectural practice,” researched and addressed. (16)” The answers
which favors a more clearly defined and larger are recorded simply as “not mentioned” or
social engagement. The number 5 refers to “mentioned.”
“content thickness” (max. score is 10), which is
achieved by a quantitative calculation of nodes While some parallels can be drawn between the
expressing pieces of information included in reality of architectural practice and ADS, it is also
each case. Example of the scoring system used: necessary to appreciate that in an educational
environment some flexibility is required in the
manner and depth with which none, some or all
of the nine criteria are noted. Most ADS handouts
provided evidence of at least one criteria of the
design brief. The parameters for the evaluation
of the presence and weighting of this criteria in
the ADS handouts is based on the extreme case
samples—those that addressed most of these
The Design Brief as a Criteria questions and those that address virtually none.
In order to establish ADS’ engagement with the A moderate approach that mediates between
real world of practice, cases were evaluated to those two extremes was taken.
ascertain their content in relation to nine points,
By and large, early results unambiguously
reflecting important design brief criteria. The AIA
suggested that cases addressing the criteria
defines the design brief as:
were far fewer than those not addressing it. These
…a written statement which details the client’s results prompted me to verify the evidence using
expectations and the functions of a proposed different methods, including the consideration of
building. It should describe the facilities to be a more flexible approach that included a wider
provided and the activities to be performed range of terms that could indirectly convey
and also clearly identify the broad policies within the notions sought. The steps taken confirmed
which these are to be achieved in respect of and increased the confidence in the findings.
time, cost and quality of the facility (14). Nonetheless, each category has also presented
its own particularities, which when significant will
The criteria used in this research comprise be discussed separately.
simplified versions of the headings included in
standard architectural design briefs in Australia The figure below shows a comparative distribution
and includes the following performance criteria: representing the nine-point design brief criteria. It
consultation, site, needs, societal reach, client, aims to illustrate the level of relative importance
spatial details, construction, budget, and that these criteria have within ADS.
planning control or regulations (15). Social reach
conveys the recommendation described by
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Not Mentioned
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would indicate a degree of acknowledgment. asking questions, and expressing the findings
For example, the following two cases have been graphically. Case: SD.4B.06-1.Fc (3/5).
coded as self-referential consultation and placed We also welcome design tutors, colleagues
under the “self or fictitious” category. These cases from other disciplines, professional architects,
express an indirect allusion to self-consulting, consultants and guests from practice, statutory
both of which are based on the assumption of authorities, government and the wider community
past experience. These documents do not cite who will be sharing their expertise with our Studio
any other forms of external source of knowledge, community. Case: OL.2B.05.Fb (4/4).
checks, or balances. Low engagement with
practice and “weak” content is articulated in “Devaluing” of the connection between ADS
their scores both (2/3). and practice is evident in some ADS cases. In
the following example, note how design and
I assume that students will use their personal practice (professional services) are conceived
experience of studying architecture and their as two disconnected or “different” activities and
knowledge of its current state as a discipline to consequently “direct comparisons” are actively
inform their design work, and I also assume that discouraged.
students…. Case: SD.5B.06.Fc (2/3).
Critically review his/her own past work in order …learning about design is a quite different activity
to articulate a personal agenda for a design from undertaking design as a professional service.
project; Case: SD.4.07-1.Fb (2/3). While the design studio superficially resembles
the work of an architectural office, students
An opposite situation is presented in the following are by no means encouraged to play-act half-
examples, in which, according to the document, baked architects, and you are discouraged from
consultation covers a wide and well-defined making direct comparison to ‘the way things are
range of opportunities. These cases not only done in an office’. Case OL.3A.05.Fb (3/3).
prompt consultation, but note how the second
example also reinforces its value by highlighting While consultation will take place in practice,
the benefits that consultation brings to the studio it may be regarded as a “necessary evil”
as a whole (a studio community) and not only to rather than an opportunity for further learning
individual students: through collaborative engagement with other
professionals and the community. This situation
Pencil and sketching, walking, seating, observing, might indeed have further implications for
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interdisciplinary, multidisciplinary, and cross- interests of all concerned that false expectations
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disciplinary working models that, while stated as or concerns are not aroused. Case: SD.3.05-2.Fb
aims in educational curricula and by professional (7/6).
bodies, are at best difficult to achieve (17).
That there are such few cases where consultation
…you will be asked to engage with the real is mentioned in the ADS handouts indicates
debates, conflicts of value and forces for that consultation is either not valued or cannot
change without dumbing down your urban be accommodated within ADS. This suggests
and architectural responses. Case SD.4B.05-7.Fc that the concept of consultation as a source of
(3/7). knowledge to inform the architectural response
is not relevant or a priority within architectural
As with each of the three criteria, I have taken education. Without an appreciation and skill in
a flexible approach to include a wide range of consultation it might be difficult for students to
terms that could indirectly convey the notion, in locate the needs of the client.
this case, of consultation. In the above example,
consultation is not explicit but I have taken Need
engagement with real debate as a form of This refers to the needs that any project will have
consultation. It is not clear why the engagement as an objective to satisfy. The mention of the
with “real debates, conflicts and values” would notion of need is occasionally found expressed
automatically result in the “dumbing down” of in the documents or asserted through and as
the urban or architectural response. part of the exercise. Below are examples of how
the notion of need is explicitly expressed in the
Ironically, some studios that engage with real
ADS handout:
situations that are close, both in proximity and
social context, limit the experience of the real What are their needs? What facilities exist? What
world by capitulating to the practical constraints are their functions? Case: SD.1B.03.Fa (5/2).
of establishing relationships with “clients.” In the … by acknowledging that they bring prior
following example the tutor’s attempt to shield knowledge, experience and capabilities to
the would-be clients from unsolicited consultation a real world design project that seeks design
is supplemented by the promise to provide “all” solutions for needs identified by a community
information required by the students. By default, group. Case: SD.4B.07-6.Fb (7/4).
this real-life studio reduces the experience to Housing needs, objectives and strategies will be
one that could be anywhere and is nowhere at explored through readings and design exercises.
the same time. Case: OL.5A.07-2.Fb (1/3).
Please do not make individual contact with or The following chart shows the overall reference to
request information from officers of XXX City any type of need by each of the three faculties.
Council or occupiers of the existing building or Of the total sample, 73% do not mention need
surrounding buildings. All information that you and 27% cite some type of need.
may require will be provided in the studio context.
As this is a hypothetical project, it is in the best
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Similarly, the following case speaks of needs needs, affections, preferences, and dislikes. I will
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that are intrinsically connected to a design therefore expand the definition of the client to
response and which are not to be imaginary, but provide a glimpse of its many possibilities.
embedded in the experience of actual users.
Often the client is the person, business, or
The needs to which your design responds must be corporate entity who requests the project (19).
established by research, because they cannot From a single client to a government department
be drawn from your own limited experience. (…) or land developer, the typology of the client
Before all other considerations, dwellings must can vary extensively (20). It is still a matter of
‘work’, and they must do so for some identifiable contention whether “the wider public,” users or
range of users other than yourself. Case SD.3.05-2. passersby, will be regarded as clients, but they
Fb. (7/6). certainly are stakeholders. Although the wider
public may have vested interests, their relation
In similar proportion to the criteria of consultation, to the project is indirect as compared to that
the overwhelming majority of cases do not of the “client.” Nevertheless, the following case
mention “need.” This suggest that the need, provides an example of how a local government
often responsible for defining the architectural is presented as facilitating engagement with other
problem, is either not a priority or is actively government agencies and the stakeholders,
devalued through its absence in ADS. However, through a defined document containing a set of
as some of these cases here exemplify, there is goals:
much to be learned from those cases that have
mentioned need. The manner in which they XXX Terminal Proposal: The ferry terminal will
express need and the rich connection that they be owned by the Port of XXX Corporation, and
manage to establish between ADS and the real the State Government, with the opportunity for
world are worth further study. some private sector investment. Discussions with
stakeholders and research into similar facilities
Client indicate a new ferry terminal facility is likely to
The AACA (Architects Accreditation Council of contain the following basic activity areas:
Australia) defines the client as the building owner, Client: XXX City Council, and the Port of XXX
proprietor, architect’s employer, or the principal. Authority.
The client may be “an individual, a corporation, Client Goals and Objectives, XXX CITY COUNCIL.
a partnership, an incorporated association, Case: SD.3B.03.Fa (9/8).
a statutory corporation or a government
department. (18)” The client is the generator, the assessor, and often
the source of essential information regarding the
The client is a crucial factor in a study that explores project. From this point of view, we could consider
engagement with the real world. The client is the the client as a source of knowledge, whether
reason for much of the formal procedures as formal or informal. The client defines the basic
they ground the project in a locality and financial functions that the project is required to satisfy and
and spatial terms. A client has a legal voice is normally the person(s) to whom the architect
and often it has a human voice that expresses is answerable. With some exceptions, clients or
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their agents are often financially responsible for The slumdwellers are furious that part of their
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the project (21). Given this, it is important to note community is to be evicted for a land use that
that because architects are only associated with they will not even be able to afford to use. Case:
a small percentage of all buildings produced in SD.4B.06.Fa (10/10).
Australia (somewhere between 8 to 15%) we
can assume that architectural practices deal Among cases acknowledging clients or users, the
with some types of clients but not all of them. following quote exemplifies how the existence of
For example, clients in the form of community a client allows other aspects to take on a more
groups and not-for-profit organizations requiring substantial form. Note how liaison with the users
building services rarely can afford the cost of prompts the students, in advance, to become
engaging architectural services. Another type of receptive to the users’ aspirations and needs:
client, seldom accessible to a “typical” practice,
Working in association with LLL. There our
is the pro bono client (22).
LLX studio enterprise will liaison with the rural
The typology of the client also defines the community service group XXX Enterprises based
closeness or separation between the architect in XXX to meet their aspirations for a residential
and the ultimate user. For example, a developer and community based facility in the township of
as a client tries to interpret the needs of the XXX. Case SD.4B.07-6.Fb (7/4).
potential user from his or her own perspective
The following chart shows the overall reference
and interests. Similarly, a government lead
to client or user by each of the three faculties. Of
development could also exhibit some distance
the total sample, 62% do not mention clients and
from the user.
38% cite (explicitly or implicitly) a user or client.
Different degrees of speculation within ADS
projects also affect the “realism” of the client,
its influence and actual presence. The existence
of a client in ADS is not always designated as
such. Yet, some can still assert their presence by
other means, even when speculations may not
generate the degree of definition needed in
formal agreements typically used in architectural
firms. Their presence, as in the following case,
can be as informal as is the client’s housing
situation. These clients have no names but they
are present through their needs, which are most
apparent and provide a powerful impression of
determination and urgency. Notice how their
presence is introduced with active realism—they Figure 4: Mention of client, user or similar notion. (Source:
are going to be evicted, they are furious. Author).
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Not Mentioned
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62% 16% 9% 1% 6% 4% 1% 1%
Table 4: ADS’s client typologies. (Source: Author).
While in the real world of practice the existence to move too far from their present location. Case
of a client is almost mandatory, the above SD.4B.07.Fa (7/9)
information suggests that most ADS do not rate
the client as an intrinsic part of the creative The presence of clients brings with them their
process. own preoccupations with which students can
develop some empathy. In the real world of
Although this research takes into account practice, design decisions carry consequences.
any mention of client, user, or similar notion, In the world of ADS, students’ decisions also
including inferred references, this does not mean carry consequences, even if for now only for the
that actual engagement with a client is being students. Although the result of these decisions
requested. However, a mention of any type will not be worn by the clients (slumdwellers in
would indicate some acknowledgment of the this case), students can be reminded and made
role of the client. Likewise, the absence of such aware of the possible consequences that their
a notion denotes failure to recognise such a design options could have in the real world.
key aspect in the instigation of most projects—a Design decisions can be richer by considering
trigger in the creative process of establishing the the issue at hand in all its complexity—creativity
“problem” to be solved. springs from a problem with tight constraints.
The text offers enough visual clues to prompt
Note in the following example how the presence questions that can confidently be asked by the
of the client enriches the context of the proposed students—because we all know what a river is
project by bringing to the discussion issues and can imagine how living close to a river can
affecting a large number of people who are not present some challenging conditions. Students
traditionally architectural clients. may also have heard that people prefer to
remain close to their community—in fact, this is
Relocated Slumdwellers: It is proposed that a what many students do.
total of 15.48 ha of the reclaimed land be used
for relocation and rehabilitation of those people The text invites questions and the responses
living in slums along the river who are affected can further enrich and ground the learning and
by the project. The land is allocated in three project response: what is the line that determines
pieces at separate locations. This ensures that beyond which the users will not need to move
none of the project affected persons will have “too far”? What are the climate and topographic
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This is an interesting case and not exceptional however relatively thick in content. This is because
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in regards to the use of fictional characters. Yet, much of its content is made of references to
most other fictional clients are somehow based various theoretical works, and relevant history,
on human beings, while this one transcends with little grounding or emphasis on quantifiable,
those boundaries. In spite of the fictitious nature perceivable, or material conditions. Perhaps
of the client, the document expresses concern “Spike” as a client epitomises recurring cases
for social, political, and global issues affecting revealing a ghostly void between good intentions
humanity and our cities. The document attests and reality.
to it by centring the theme on questions and
discussions posed by Richard Sennett and Leonie Conclusion
Sandercock —both authors grounded in social
theory, politics, and social processes. Nevertheless, The three criteria studied above suggest that the
the document does not once mention terms reality of architectural practice does not play a
such as clients, users, or consultation, although significant role in ADS. What remains unanswered
client is inferred in its mention of Spike (24). Thus, is how reality or which reality is represented in
the “medium density housing” brief presented to ADS.
the students is not supported with government
reports, housing needs of the area in question, As much as a mention of consultation, need, or
or any other form of empirical data, nor is there client recognizes the value of their respective
advice for students to search or support their roles, the absence of these notions devalues
investigations on quantifiable data. However, their role. Their absence not only distances the
students are encouraged to consider certain inquirer from learning opportunities and from
urban conditions from the point of view of the opportunity to widen the understanding
the suggested theoretical works. While these of an issue by approaching it from different
readings may encourage some students to perspectives, it also distances the student from a
further immerse themselves in theory, taken direct opportunity of engagement with its social
in isolation and without grounding them with context—from experiencing—considered by
experience, they may not do well in connecting some intrinsic to the work of architecture (25).
these ideas to lived social and environmental
This study begins to suggest that the notion that
conditions:
practice will take place after university education
Richard Sennett identified one of the key is already the dominant approach of the ADS. If
principles of urban design as the creation of a connection with the criteria of the design brief
“live urban space,” space that acknowledges is not a tool used to engage with the real world of
principles of diversity and focuses on the tensions practice or reality in general, then it is unclear at
in a society instead of isolating them from one this stage what other approach is providing such
another. Case SD.4A.07-1.Fc (2/6). a connection. This poses a challenge to ADS in
relation to delivering the stated intent of the
The score of (2/6) indicates that this case has a universities to engage with the outside world.
very low engagement with the reality of practice,
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Spike and the slumdwellers are two case 2 (Teymur, 1992, p. 15).
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Borders (Australia).
11 (Fromm, 1955, p. 64).
21 Exceptions such as charitable organisations
12 See (Sennett, 2008), Mies Van der Rohe’s “1938: or those receiving funding from other agencies,
Inaugural address as Director of Architecture at for example kindergartens or hospitals financially
Armour Institute of Technology” in (Johnson, 1979), supported by government. With thanks to Dr Greg
(Tuan, 1974), (Teymur, 1992, p. 15) and (Habraken, Missingham for pointing this out.
2007, p. 11).
22 Other traditional professions such as medicine
13 Dr Greg Missingham raised the point that and legal services have formalized pro bono services
occasionally, a student’s preference for a particular and through this service, they engage with a wider
ADS may be based on the studio leader’s reputation spectrum of the community. In Victoria, Australia
(it can work either to pursue or to avoid), in which for example, The Public Interest Law Clearing House
case, any written material may have little effect in (PILCH) offers professional services to that sector of the
determining a student’s preference. community that could not afford it otherwise.
23 (Tuan, 1974, pp. 56-57).
14 (Royal Australian Institute of Architects, 1998, p. 1).
24 (Sandercock, 1998), no information is provided in
15 (RAIA and AACA, January 2006, p. 10). this document about the source of Sennett’s ideas.
16 (RAIA and AACA, January 2006, p. 10). 25 Garry Stevens comments on architects not
supporting their decisions on hard-data, he claims
17 See (Morin, 1990); (Salama, 2005); (Boyer & that the ‘Anglo-American’ approach is not to test
Mitgang, 1996). theories but, more like in a manner of a religious cult,
“Architectural Truth is never obtained by achieving
18 (AACA, September 2003). correspondence between the mundane and the
theoretical, but by creating a great edifice. The
19 A statutory definition of ‘client’ is also provided
architectural eye has ever been elevated to the
by government departments such as the Building
transcendental.” (Stevens, 1998, p. 118).
Commission, the Architects Registration Board of
Victoria (ARBV) and by professional bodies such
as the RAIA. To the ARBV ‘client’ “means a person References
or body with whom an architect enters into an
agreement to provide architectural services;” Competency Based Assessment in Architecture:
(Architects Registration Board of Victoria, 2004). Reference Guide for Candidates, DOC APARP 01
C.F.R. (September 2003).
20 In the last decade, there has been some
recognition that architects, unlike doctors or lawyers, Architects Regulations 2004, S.R. No. 51/2004 C.F.R.
do not extend their services to the wider community. (2004).
Some large construction firms such as Arup and
Boyer, E. L., & Mitgang, L. D. (1996). Building Community:
Grocon in Australia are trying to redress this situation
a new future for architecture education and practice: a
by setting up a dedicated pro bono service within
special report. Princeton, N.J.: Carnegie Foundation for
their practice. Also in Australia, Architects for Peace
the Advancement of Teaching.
has established the first formal pro bono service for
poorer communities and non-for-profit organizations. Fromm, E. (1955). The Sane Society. New York,
A similar social program, although not technically pro Toronto: Rhinehart.
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Geertz, C. (1973). Thick Description: Toward an Interpretive author. Written record. Melbourne.
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Ostwald, M. J., & Williams, A. (2008). Understanding Tuan, Y.-F. (1974). Topophilia: A Study of
Architectural Education in Australasia: Volume Environmental Perception, Attitudes, and Values.
1: An Analysis of Architecture Schools, Programs, Englewood Cliffs, N.J.,: Prentice-Hall.
Academics and Students. Newcastle: The
Association of Architecture Schools of Australasia --------------------------------------
(AASA). Beatriz C. Maturana
Beatriz’s research focuses on architecture’s
Australian Architecture Program Accreditation engagement with the ‘real world’ in an urban context.
and Recognition Procedure, DOC APARP 01 C.F.R. She is currently investigating architectural design
(January 2006). studio content in three faculties of architecture in
Royal Australian Institute of Architects. (1998). The Design Australia. Born in Chile, her architectural studies were
Brief. In Practice Notes, Clause AN10.03.100: RAIA. completed at RMIT University followed by a Masters
of Urban Design at the University of Melbourne where
Salama, A. M. (2005, January 29-31). Skill-based / she is currently a PhD candidate. She tutors at both
Knowledge-based Architectural Pedagogies: An these universities. Beatriz has 15 years of architectural
Argument for Creating Humane Environments. Paper practice in the public and private sectors. She
presented at the 7th Intl Conference on Humane has worked in development including teaching
Habitat-ICHH-05 Â – The International Association and contributing to the architectural educational
of Humane Habitat, Rizvi College of Architecture, programme at the National University of Engineering
Mumbai, India. in Nicaragua. Other work includes supporting the
establishment of a planning framework in East Timor.
Salama, A. M. (2008). A Theory for Integrating In 2003, Beatriz founded Architects for Peace, a not
Knowledge in Architectural Design Education. for profit organisation providing a forum to discuss
ArchNet-IJAR: International Journal of Architectural humanitarian issues concerning the built environment.
Research, 2(1), 100-128. She can be contacted at maturana at unimelb.edu.
Sandercock, L. (1998). Towards Cosmopolis: Planning au
for Multicultural Cities: John Wiley & Sons.
Sauer, L. (25 February 2009). Conversation with the
Archnet-IJAR, International Journal of Architectural Research - Volume 4 - Issues 2-3 - July and November 2010