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solving depends upon reflections, discourse, and experimentation” (2015). The experimental nature of NTNU Live Studio:beta was given due recognition by The Norwegian Ministry of Education & Research by bestowing the award on the program. They acknowledged the value in its alternative approach in university education. In an interview with Dezeen after receiving the Pritzker Prize, Alejandro Aravena elaborated on the education of architects and sums it up by simply stating that “We’re never taught the right thing at university.” In our small way we try to do the right thing. REFERENCES Aravena, A., 2011. The forces in Architecture. Tokyo: Toto. Archipovaite, E., 2015. From the Studio into the Field -’Slow’ Learning and Teaching in Context. Charrette, [e-journal] (2.1), 6-18. Available at: Association of Architectural Educators website <http://libweb.anglia. ac.uk> [Accessed 12 December 2015]. Beaty, L., 1998. The Professional Development of Teachers in Higher Education: Structures, Methods and Responsibilities. Innovations in Education and Teaching International 35(2), pp. 99-107. Bell, S., 1998. Self-Reflection and Vulnerability in Action Research: Bringing Forth New Worlds in Our Learning. Systemic Practice and Action Research, 11(2), pp.179-191. Buchanan, P., 1989. What is wrong with architectural education? Almost everything. Architectural Review, 185(1109), 24-26. Buchanan, P., 2012. The Big Rethink: Rethinking Architectural Education, V: Architectural Review, 28.09. Available at: < http://www.architectural-review.com/home/the-big-rethink/the-big- rethink-part-9-rethinkingarchitectural-education/8636035.article > [Accessed 8 December 2015]. Coyne, R., and Snodgrass, A., 2006. Interpretation in architecture. London: Routledge. Davis, B., 2008. Complexity and education: Vital simultaneities. Educational Philosophy and Theory (1), [e-journal] 50–65. Available through: Wiley Online Library website <http://onlinelibrary.wiley.com/ doi/10.1111/j.1469-5812.2007.00402.x/abstract> [Accessed 12 December 2015]. Dezeen, 2016. [online] Available at: http://www.dezeen.com/2016/01/13/alejandro-aravena-interviewpritzker-prize-laureate-2016-social-incremental-housing-chilean-architect/ [Accessed 15 January 2016]. Dewey, J., 1916. Democracy and Education: An Introduction to the Philosophy of Education.[e-book] Macmillan. Available through: Wikisource website <https://en.wikisource.org/wiki/Democracy_and_ Education>, [Accessed 9 December 2015]. Harris, H., & Widder, L. (Eds.), 2014. Architecture live projects: Pedagogy into practice. United Kingdom: Routledge. Glaser, B. G., and Strauss, Anselm L., 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research, Chicago: Aldine Publishing Company. Hamdi, N., 2004. Small change: About the art of practice and the limits of planning in cities. United Kingdom: Earthscan Publications. Holl, S, Pallasmaa, J. and Perez-Gomez, A., 1994. Questions of Perception: phenomenology of architecture, special issue of Architecture and Urbanism (July). Tokyo: A + U Publishing. Ivison, T & Vandeputte, T (eds), 2013.Contestations; Learning from critical experiments in education, London: Bedford Press Kahneman, D., 2011. Thinking, fast and slow. New York: Farrar, Straus and Giroux. Kaufmann, E. and Raeburn, B.(eds),1992. Frank Lloyd Wright: Writings & buildings (9th ed.). New York: Meridian Books. Kolb, D.A., 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Mallgrave, H. F., 2013. Architecture and embodiment: The implications of the new sciences and humanities for design. London: Routledge. Meyer, J., and Land, R., 2003. Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. Edinburgh: University of Edinburgh. NTNU Live Studio:beta Handbook 1 edition/draft. [online] Available at: <http://ntnulivestudio.org/?page_