Designing Learning; Architectural Pedagogy as a Catalyst for Interdisciplinary Education

This paper positions design as a pedagogical method and mode of inquiry rooted in architectural thinking and adaptable across diverse educational contexts. Reframed as more than a disciplinary skill, design is examined as a transferable framework for interdisciplinary education operating through abstraction, experimentation, and collaboration. The argument draws on a series of design-based pilot programs developed as part of an ongoing research inquiry into architectural pedagogy and implemented across higher education institutions, primary and secondary schools (K–12), and community-based organizations. These pilots examine how architectural thinking mediates interdisciplinary learning across the arts, sciences, and social sciences through hands-on and collaborative processes. Within this framework, three overlapping dimensions—“Play, Making, and Interconnection”—articulate how architectural pedagogy supports embodied, participatory, and collective modes of learning beyond conventional classroom instruction.

https://doi.org/10.35483/ACSA.AM.114.86

Volume Editors