pedestrian level CONTINUITY *Cappadocia Houses, Turkey
*Seagram Building, Mies van der Rohe
SMALL AGGREGATE 1
SECTION STUDY 1
AGGREGATE TEST 1
SMALL AGGREGATE 2
AGGREGATE SECTION 1
SMALL AGGREGATE 3
AGGREGATE SECTION 2
AGGREGATE TEST 2 SECTION STUDY 2
MIXED USED CIRCULATION
point, the success of the architectural/ design education has been questioned continuously and in relation to that the discussions on architectural/ design education remains permanent. As architecture is a speciﬁc discipline which renew itself according to the changes of diﬀerent eras, the architectural education should have ﬂexible and open to change characteristics. Accordingly, many universities reorganize their education systems especially for the ﬁrst year of studies and in this context they develop further updates on education systems. Nowadays, some universities focus on architectural practice and technical drawings during the education; whereas the other universities develop their education based on theoretical issues of architecture. As Yurtsever (2011) mentioned, architecture is a discipline and a lifestyle which has been developed with the information and skills in relation to these two subjects simultaneously (p.40). As far as architecture is concerned with its comprehensive characteristics to various ﬁelds, especially the subjects of our era, momentum and change gain signiﬁcant importance for developing interdisciplinary approach on professional life and generating inter-scale thinking skills during the architectural education. In this context, as Dalgic (2011) mentioned, the integrated approach of architectural education is essential for evaluating the architecture with its characteristics involving the whole in itself (Yurtsever,2011). According to Ozkok (2005), the integration of various disciplines around a unique subject or problem is determined as “integrated education” model. Integrated education model has been put into practice on several universities and as far as interdisciplinary design education methods are concerned with their comprehensive characteristic, important debates were de veloped for determining standards for architectural education. The organizations such as NAAB (National Architectural Accrediting Board) are developed in order to deﬁne the general content for evaluation issues of architectural education systems (Yurtsever,2011).
According to Yurtsever (2011), NAAB has the structure for keeping the evaluation criterions of architectural education up-to-date and renewing them continuously. The assessments of NAAB about architectural education includes not only the results but also the process (Yurtsever,2011, p.2). In this regard, providing the necessary criterions of the organization for accrediting which determines the certain stan dards for architectural education gains signiﬁcant importance for qualiﬁed architectural education. The topics are listed according to Gorgulu’s (2015) explanation for the reasons of the current architectural education problems: - The lack of creating the common platform and poor quality of representation in terms of architectural education and practice despite the existence of several organizations including universities. - The tendency for developing generic education systems instead of experiencing new approaches. - The consideration on architectural faculties which have questionable background in terms of apprehensions, rules and criterions.
As far as these issues are concerned, the necessity of the accrediting organizations and the continuity of standardized architectural education systems are obvious in the current conditions of the world. As Dalgic (2011) mentioned, even though it is important to provide equivalence on the qualities of the same professions; there is another problem about causing the absolute standar ization (Yurtsever,2011). As architectural education is a system which is not and cannot be determined based on one single truth; developed debates under the inﬂuence of the information provided above would have negative and positive eﬀects from both opinions. It is possible to consider that producing certain criterions would result in absolute standardization and dediﬀerentiation; whereas when certain criterions are not applied to architectural education, there is a problem about the quality of education system which we experience in Turkey. In this circumstances, the question is whether is it necessary to determine standards about architectural/ design education and if there are criterions, should the accrediting organization certify these standards? If not, is there possi bilities to enhance and operationalize the current education systems which have diﬀerent approaches in diﬀerent universities? Is it possible to evaluate this operability to develop an exam or a procedure for the graduates which determines the necessity qualities for developing their own architectural ﬁrms or is it necessary to evaluate?
Architects deal with large scales so much, and then when small scales are given to them they need time to deal with them to adapt to the new situation. As in this example, when people deal with two-dimensional objects so much, why are they not able to adapt to perceiving three-dimensional objects? What happens in the human mind when people perceive in 3-D? Is the human mental system trying to complete the objects and collect other parts that it cannot see at ﬁrst sight? Johnson-Laird says that images represent how something looks from a particular point of view–they may well be Marr’s (1982) two-and-a-half-dimensional sketches, and operations on images that are visual or spatial (457). Because the images already are viewed from a particular point of view from the point of us, 2-D perception is always easy to perceive for people who have diﬃculty in perceiving in 3-D.
Two diﬀerent groups of people are examined to clarify this 2-D and 3-D situation to look from both sides. Photographers and sculptors are chosen to examine 2-D and 3-D perceptions. Photographers get used to seeing 2-D images every day because of their professions, and sculptors get used to seeing 3-D models every day because of their professions. In addition to this, there are so many studies about 2-D and 3-D perceptions in the light of distance judgements. For Tversky et. al., misperception of the structure of an object in depth (i.e., along the dimension orthogonal to the image plane) can aﬀect not just judgements of the distance or depth of an object but also of its height or width (120). If someone is not able to perceive the depth accurately, they fail to produce 3-D mental models. Levelt pointed out that “space is multidimensional but speech is linear” (659). It
can be said that 3-D is a sculpture of a space, and 2-D is a photograph of a space. The linear is always easier to understand than the multidimensional, because people get used to moving to see something completely to construct its mental model, as we try to draw a picture. When people are exposed to only 2-D images or 3-D models, do other sensing detection mechanism lose their function? Producing spatial mental models is more diﬃcult than internalizing images due to the fact that they are perspective-free. So, we cannot be stable while we look at something that has depth. Consequently, much information may be collected for future studies to examine this chicken and egg problem.
SHARE LIFE KNOWLEDGE
That’s the cherry on the cake. The cake itself is already very good, but still there is something missing. “The cherry!”. To say it in other words: the building is already there, we just need a little extra to make a special and meaningful place.
It’s the cherry on the cake... What is meaningful to us? This could be a lot of things. Maybe a ‘Feeling’, maybe a color, maybe memories, etc. In the end, all of these are on top of something else. Always connected with other happenings, people or even buildings. So how can you describe and picture those things...