The effects of architectural education on design approach and language

Architectural formation helps building a foundation regarding the professional aspects of architecture; yet it also has an effect of creating certain differences on individuals. The changes that architectural education influences can be clearly seen, affecting the process of evaluation and interpretation of an architectural work, and the language that is used. As individuals, we have a tendency to interpret and evaluate the built environment we live in. We form our own judgements, either through experiencing the architectural work itself, or on a different account, by evaluating through certain representations of it. The process of analyzing and forming judgements during the examination of the architectural works and built environment, should not be considered without the possessed knowledge. The effect of architectural education can be herein observed. Instead of making remarks and evaluations that are solely based on the form of the building, the student adopts a certain tendency while experiencing an architectural work or examining it through certain representations of it, by means of previously acquired knowledge. The judgements that are formed after this process of interpretation and evaluation, show similarities in the group of individuals that have been educated within the framework that architectural formation provides. The individual, instead of preferring buildings that show concerns of form and shape, and that are iconic, tends to gravitate to designs that demonstrate certain features such as; being designed based on a certain theoretical foundation; attracting attention in terms of used materials and accordance with the built environment; being considered as an important part of the architectural history. Even the preferences made through representations of a building, still tend to be based upon these features, rather than the ones that show concern for form and shape. Over the process of analyzation through representations; individuals who received architectural education, can be seen examining and interpreting the architectural works with respect to the context of the built environment. However, this tendency does not necessarily reduce the variety of different aspects in terms of the understanding of design of individuals. While the design process is being lead through the framework that is created by this tendency, individuals still strive for different alternatives and solutions in the process. Another effect that is formed by the education is on the use of language. In every profession specific words and terminology are being used by the ones who recieve the education and also architectural education forms a certain kind of jargon of its own. But what sets architectural education apart from the other education programmes is that; in addition to certain terminological words and phrases, this can also be observed in spatial descriptions and evaluations. In other words, apart from the knowledge that is related to the technical aspects; the change in wording that is preferred can also be observed in different aspects. The choice of words, while making remarks on an architectural work, designate the approach and the tendency. These words, inform us on the approach and the primary concerns in architectural design that this individual possesses. Moreover, depending on the context in which the word is used, its meaning may show difference. In the first part of this thesis; the aproach and methods of thesis were explained. he second part consists of the examination of the effects of architectural education on tendency. Due to this approach; the frame of tendency and architectural evaluation is explained in depth. Because this is a process; understanding this process may also help to understand this tendency. Moreover; architectural education and learning practices were examined in the frame work of this thesis. Architectural education has similarities with other disiplines but also it has its differences. Due to the studio processes it takes architectural education in to whole new level of education. Also because of these differences; it causes different effects on students. Understanding the structure of architectural education is very significant. In the third part of this thesis; the change in language due to architectural education was explained. The change in wording, and the effect of architectural education on it, was examined. In the fourth part ; in order to examine the relationship between this tendency and the use of language, two field studies were done within the scope of this thesis. As part of Field Study-1, students who are currently studying in İstanbul Technical University - Department of Architecture were chosen to be participants. The aim of this study is to observe the changes in the tendencies and use of language of these students. The participants consist of the students who are at the first term of the first year studies, and the last term of the last year studies, of the curriculum. The effects of education on the tendencies and use of language were observed after the study. The tendencies of the first year students differed from the ones of the last year students. The change in the use of language can also be observed. The choice of words were different between the first year and last year students. Moreover the context of the words are also different in some sitiations altough these are the same words. The definition of the words change by the education. Field Study-2, consists of an examination over the social platforms. An examination the use of language was done through the websites which feature discussions about the current architectural issues. Certain websites were selected, within the scope of the study, then comparisons were made through them; the websites which are visited by architects frequently, and the ones which are visited by people who mostly are not architects. Then, the comments of these people, regarding the cities and buildings, were examined in this context. Six websites were picked in the framework of this study. Seven similar discussion topics were picked from the websites and were observed. The topics of the discussions were insignificant in the frame of this study. The main idea of the selection in here was; the data that derived from the discussion. After examination of the use of language, the differences were observed. The words aside from the terminology, were also different. In the final part of this thesis; the results of these studies and the frame work of this thesis were explained. The two field studies which are done for examining the relationship between this tendency and the use of language, were resulted as expected. Part of the results were unexpected yet they are also related and assistive with the approach of the studies. The results were discussed.