Deconstruction as a Technique for Divergent Thinking in Pedagogy of the Academic Design Process | ||
| Journal of Design Thinking | ||
| دوره 2، شماره 2، اسفند 2021، صفحه 263-276 اصل مقاله (667.24 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22059/jdt.2022.339679.1070 | ||
| نویسندگان | ||
| Mehdi Khakzand* ؛ zohreh Rakhshani | ||
| School of Architecture and Environmental Design, Iran University of Science and technology,Tehran, Iran. | ||
| چکیده | ||
| Academic pedagogy of the architectural design process is one of the most contested concerns in architecture. Divergent thinking has resulted from the intricacy of architectural problems, as well as the requirement for creativity in finding solutions. One of the most well-known theories in the field of linguistics is Jacques Derrida's deconstruction theory, which looks to be comparable to divergent thinking. The purpose of this article is to demonstrate how deconstruction may be used to develop different thinking and, as a result, increase the creativity and problem-solving abilities of architecture students. The two design processes and their outcomes were compared in this study, which was undertaken experimentally during an academic architecture pedagogy semester with the participation of senior architecture students. According to the findings, 80 percent of students in group A, who used the deconstruction technique, had all of the divergent thinking criteria in their design process and outputs; however, these criteria were not totally obvious in group B work that used the regular process. Based on the qualitative and quantitative findings of this study, it can be concluded that deconstruction in the design process serves as a tool (technique) to foster divergent thinking and creativity in students, hence boosting their ability to generate responsive solutions. | ||
| کلیدواژهها | ||
| Deconstruction؛ Derrida؛ Design Process؛ Divergent Thinking؛ Academic Architecture Pedagogy | ||
| مراجع | ||
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