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THE DESIGN PROCESS IN

ARCHITECTURE

A PEDAGOGIC APPROACH USING INTERACTIVE THINKING

BY

AMIR SAEID M. MAHMOODI

B.Sc., B. Arch., M. Arch.

SUBMITTED IN ACCORDANCE WITH THE

REQUIREMENTS FOR THE

DEGREE

OF DOCTOR OF PHILOSOPHY (PhD)

THE UNIVERSITY OF LEEDS

SCHOOL OF CIVIL ENGINEERING

United Kingdom

September

2001
The candidate confinns that the work submitted is his own and that appropriate credit has been giyen where reference has been made to the work of others.

Acknowledgements

In the name of Allah, the Compassionate, the Merciful. I would like to express my indebtedness to my mother and late father who taught me to love and care. This work would not have been possible without the invaluable assistance of my supervisors, Professor Nigel Smith (the principal supervisor), Professor Peter Dale, and Professor Iraj Etessam. Also, I would like to thank one of my colleagues, Dr. Hamid N adimi from Iran, whose constructive criticisms assisted me to formulate the final research design and I found his Thesis very enlightening in the area of architectural education. Numerous individuals contributed to the research, which led up to this thesis, and they deserve special acknowledgements. Among them the following individuals were from academic organisations: Professor Geoffrey Broadbent (who was the External Examiner),

Professor

Peter Smith from Halam University in Sheffield, Dr. Jens Pohl from California Polytechnic State University in California, Dr. Mitchel Waterman from the Department of Psychology at the University of Leeds, Dr. Bob Felix from the Department of Architecture at Leeds Metropolitan University, Dr. Clive Beggs and Mr. Kris Moodley, from the

School

of Civil Engineering at the University of Leeds who participated as my examiners during my Transfer Report from provisional Ph.D. into full-Ph.D, and Mr. Abbass Ali lzadi from the University of Tehran. Presenting this thesis would not have been possible without the help of my nephew, Nima

Golijani Moghaddam - a British born,

Ph.D. Psychology student -who proof-read my

work and edited the text diligently. Many thanks go to Mrs. Dorothy A. Carr, the Postgraduate secretary at Leeds, whose friendly support was offered throughout my research. I should also thank my postgraduate officemates in Leeds, Mr. Wael Seif from Syria, Dr. Ahhmed Ghallab from Egypt, and Dr. Kostas Tsagarakis from Greece whose friendship and support will be remembered for the years to come. Finally, I would like to express my utmost gratitude to my daughter, Mona, my son, Amir Mohammad, and particularly to my wife, Nasrin, who was working on her

Ph.D. in

Architecture during this research and was a great mother, a superb wife, and a helping colleague throughout this research. I

I dedicate this work to:

My Homeland

Which provided this opportunity

and made this research possible.

Acknowledgements

II

Abstract

To present a discussion about architectural design, it is necessary to identify the theoretical perspectives behind architecture. The application of "positive" theories -which require a thorough understanding about the users, their behaviour in space, and their environment -has been selected for this purpose.

Such a theoretical

perspective calls for systematic research and understanding about man and his environment. The fields of Psychology -in general -and Educational Psychology -in particular -have a great deal to offer architectural educators and students in their search for training and becoming a better problem-solver and designer.

Understanding the human nature

of thinking and reasoning mechanisms, as the central issue of the design process, plays a major role in this research. The Iowa State University's "Complex Thinking Processes" model -which defines an interaction between "contentlbasic", "critical", and "creative" thinking -is integrated with a proposed model for design methodology -which introduces an interaction between three stages of 'understanding', 'idealising', and 'presenting'.

The use

of action research in this thesis facilitated the collection of data from British educators as well as educators from other countries, on the subjects of architectural design education and the design process. This thesis concludes with a case study in which the proposed "interactive" teaching strategy has been trilled with a group of Third-year students of architecture at the University of Tehran. III

Author's Profile

and Dissemination of Findings Amir Saeid M. Mahmoodi is an Architect, graduate of California Polytechnic State

University (Cal Poly) -San Luis

Obispo, in 1986. He is a faculty member of the

Department

of Architecture -School of Fine Arts, University of Tehran. Iran -where he received his scholarship to study for a Ph.D. in Architecture in 1997. The scholarship was based on an extramural scheme, spendingquotesdbs_dbs3.pdfusesText_6

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