Philosophical and Theoretical Approach to Architectural Education
Architectural Education deals with the built environment; from the smallest details to regional planning; from interior and architectural design to landscape design.
Declarations
Architectural Culture is a resource for enriching approaches to learning and for promoting creative and critical thinking.
Architectural education supports children in seeing, critically analysing and evaluating their built environment.
Architectural education can develop skills for engagement in democratic processes related to the future of the built environment.
The interaction of architectural and children's culture, in a democratic context, has the potential to improve the quality of the built environment.
Awareness and understanding of the built environment and related processes can instill a desire to participate in changing and improving the built environment.
PLAYCE support activities that engage children with architecture and the built environment with the following aims:
Architecture - focused aims
To promote reflection on and constructive criticism of the built environment and related practices.
To support built environment professionals in working with children in the design process.
To support multi-disciplinary collaboration between professionals and children.
To improve built environment.
Child - focused aims
To broaden children's experience of the built environment.
To promote enjoyment and exploration of the built environment.
To promote the development and use of creative skills and processes.
To support children's identification with the environment and society.
To support children in experiencing the richness of cultural diversity.
Education - focused aims
To support the use of a diversity of approaches to learning
To support the use of architectural education in the school curriculum, as a vehicle for multidisciplinary learning.
To encourage creative and critical thinking.
To support architectural education in informal education.
To promote the role of built environmental professionals in education.
Ethical Issues/Guidelines
Professionals working with children and young people on the built environment should:
Respects the ideas and imagination of children and young people.
Place children and young people at the centre of the process.
Work with cognisance of individuals' experience and need in relations to the built environment.
Be reflective, transparent and aware of their abilities and limitations as educators.
Not raise unrealistic expectations.
Promote social, environmental and ecological sustainability.
Take cognisance that heritage and culture is an integral part of a community and individuals' ability to develop.
Ensure that effective and useful strategies and indicators are used for monitoring and evaluation.
Be aware of and follow the guidelines that fulfil the United Nations Convention on the Right of the Child.
