IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

This presentation explores the dynamic interrelation of theory, research and practice in architectural education, arguing that architectural knowledge emerges through their continuous interaction rather than within discrete domains. To articulate this position, the study introduces Experiential Practice-Based Learning Modules as pedagogical frameworks that mediate between conceptual inquiry and real-world design engagement. Implemented between 2016 and 2023 across multiple schools of architecture, these modules integrate workshops, design studios, and role-playing scenarios. The paper outlines their structure and discusses their impact through a reflective, practice-based methodology. Drawing on Gilles Deleuze’s notion of rhizomatic growth, the research adopts a non-linear approach in which tacit knowledge is articulated through cycles of action, reflection, and reapplication. The findings suggest that these modules cultivate a reciprocal exchange between academic and professional domains, positioning architecture not only as a design discipline but also as a mode of knowledge production. By supporting integrative and collaborative learning environments, the study advances a performative understanding of design practice as a form of research. Building on a critical review of learning theories, including experiential, situated, self-directed and deutero-learning, the paper proposes an adaptive model responsive to evolving educational and professional contexts. As a future direction, the study suggests the development of theory-informed modules for professional practice in collaboration with academic institutions. This reciprocal framework encourages mutual learning between students and practitioners, strengthens the relationship between education and practice, and enhances broader societal engagement. Ultimately, the study calls for further experimentation and wider dissemination of practice-based approaches to support responsive models for architectural education.