Author(s): Pantea Eslami
This paper positions design as a pedagogical method and mode of inquiry rooted in architectural thinking and adaptable across diverse educational contexts. Reframed as more than a disciplinary skill, design is examined as a transferable framework for interdisciplinary education operating through abstraction, experimentation, and collaboration. The argument draws on a series of design-based pilot programs developed as part of an ongoing research inquiry into architectural pedagogy and implemented across higher education institutions, primary and secondary schools (K–12), and community-based organizations. These pilots examine how architectural thinking mediates interdisciplinary learning across the arts, sciences, and social sciences through hands-on and collaborative processes. Within this framework, three overlapping dimensions—“Play, Making, and Interconnection”—articulate how architectural pedagogy supports embodied, participatory, and collective modes of learning beyond conventional classroom instruction.
Volume Editors
Reed Kroloff & Francisco J. Rodríguez-Suárez
ISBN
978-1-944214-52-4