Modernity vs. postmodernity in architectural education

Guer S. O.

JOURNAL OF ARCHITECTURAL AND PLANNING RESEARCH, vol.24, no.2, pp.91-108, 2007 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 24 Issue: 2
  • Publication Date: 2007
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.91-108
  • Karadeniz Technical University Affiliated: No


Postmodern thought had a dissolving and decomposing effect on the foundationalist theories of architecture and set practice free in the choice of function-form,form-meaning relations. During the last four decades some dissident narratives have enthralled many supporters. Contingent with these major transformations in architectural philosophy and practice, architectural education in general and design studios in particular have been affected. Some believe that in the face of such indeterminacy, non-predictability, and tolerated individualism, studio masters have lost their credibility and studio criticism has turned into a debate between the student and the master. It is quite clear that the nature of the critique has changed to a certain extent, but this drastic transforming and transferring of ideas and values has no impact on the content of architectural critique.