Author(s): Jonathan Bean & Robin Z. Puttock
Architecture’s status as an interdisciplinary professional and educational field has long been seen as a source of strength for the discipline. Concepts such as design thinking¹ and wicked problems² place design practitioners at the crux of a confluence of questions, problems, and potential solutions that are resolved through the act of design.³ Yet the practical question of how to advance the goal of interdisciplinarity in the broader field of design and in architectural education in particular is underexamined. This is not a problem unique to architecture: too often, interdisciplinarity results in people talking past one another, using terms that are either incomprehensibly complex or so simple they seem glib. At worst, divergent perspectives can appear to be impossible to reconcile—leading to conflict, confusion, or hopelessness among students and instructors alike.
Volume Editors
Reed Kroloff & Francisco J. RodrÃguez-Suárez
ISBN
978-1-944214-52-4