Publisher： Cambridge University Press
E-ISSN： 1474-0516|13|3-4|315-321
ISSN： 1359-1355
Source： arq: Architectural Research Quarterly, Vol.13, Iss.3-4, 2009-12, pp. : 315-321
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Abstract
This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.
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