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dc.contributor.authorBrown, James Benedicten
dc.date.accessioned2016-07-06T13:22:59Z
dc.date.available2016-07-06T13:22:59Z
dc.date.issued2016-04
dc.identifier.citationBrown, J.B., (2016) From modern construction to postmodern social constructivism: defining the live project in architectural education. Brookes eJournal of Learning and Teaching 8 (1).en
dc.identifier.issn1744-7747
dc.identifier.urihttp://hdl.handle.net/2086/12254
dc.identifier.urihttp://bejlt.brookes.ac.uk/paper/from-modern-construction-to-postmodern-social-constructivism-defining-the-live-project-in-architectural-education/
dc.description.abstractThis paper presents an historical survey of the live project in architectural education, proposing that the live project can be conceptualised within three distinct periods: a modern period, a transitional period, and a (contemporary) postmodern period. This paper proposes that an evolution from a modern conception of the live project to a postmodern conception provides insight to attitudinal shift in architectural education. In order to explore what pedagogical frameworks might we help to theorising these contemporary forms, the paper contextualises architecture live project practice against pedagogical mechanisms of client-centred learning in three other disciplines.en
dc.language.isoenen
dc.publisherBrookes eJournal of Learning and Teachingen
dc.subjectarchitectural educationen
dc.subjectpedagogyen
dc.subjectlive projectsen
dc.subjecthigher educationen
dc.titleFrom modern construction to postmodern social constructivism: defining the live project in architectural educationen
dc.typeArticleen
dc.researchgroupArchitecture Research Groupen
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-SAen
dc.date.acceptance2016-05-02en
dc.exception.reasonOpen Access journalen


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