Architectural habitat in Turkey and architect's education

This thesis focuses on the necessity to think all the dynamics of architecture as a whole that refers a disconnection between architectural habitat and education strategies. This view requires an approach to prioritize an architect as an individual. Instead of architectural education, the term 'architect's education' is used to explain the focal shift to the subject itself. In this content, the dynamics of architectural habitat that are concerned with the individual are considered as the external dynamics by the accreditaion process and architectural policies globally; internal dynamics as social awareness and spontaneity of everydaylife. In fact, these dynamics defined as the external and internal changes, are separated to understand a third position described as 'in- between concepts'. Architect's education term, helps us to inquire the relationships between habitat and education through in-between reality not the dynamics. Architect's education as a term makes possible to gain a formation to gain a life-long learning strategy may contribute to develop the learning-focused strategies and tactics. In this way, it may be possible to achieve the paradoxes of education through in-between reality by an relational view of ideals and realities. This thesis eemphasizes on understanding the relation of Turkey's architectural habitat and architect's education through in- between concepts. In this context, while the process of gaining research data, focus-groups and semi-structured interviews are established between students, academicians, practitioners and members of chamber of profession. In this process, research data is inquired through provocative questions mentioning on the relations of the dynamics of architectural habitat and thematic inferences are gained through discourse analysis by re-construction of words, sentences and the relations between them. These inferences enable to consider architectural policies have potentials to relate with the in-between concepts. Thus, by this approach, instead of being methodological and proposing directives, architectural policies can be dealed in a way of generating tactics and strategies which change according to the conditions adequate to the flexibility principle. These architectural policies including education generate possibilities of in-between concepts focusing on the relations between architectural habitat and education.